Division/Department Goals s1

Delta State University College of Education Annual Report

2007-2008

Dr. Leslie Griffin, Dean

Delta State University

1 College of Education Annual Report 2007-2008

Table of Contents

Mission ...... 3 Conceptual Framework ...... ….4 Goals ...... 5 Planning and Assessment Process ...... 6 Program Outcomes ...... 8 Evaluation of Program Success...... 8 General Education ...... 8 Professional Development...... 9 Budget Requests ...... 9 Evaluation Calendar ...... 9 Selected College Accomplishments...... 10 Enrollment, Graduation, and Credit Hour Data ...... 15 Projected Goals for 2008-2009 ...... 19 Annual Reports by Division/Office Counselor Education & Psychology ...... 22 Family and Consumer Sciences ...... 49 Health, Physical Education, and Recreation...... 95 Rural School Leadership and Research ...... 186 Teacher Education ...... 228 Aquatics and Recreational Facilities ...... 379 Field Experiences ...... 386

2 Delta State University College of Education Annual Report 2007-2008

Executive Summary

Mission of the College of Education

The College of Education supports the mission of the University to serve the broader community of the Delta region and strives to aid in accomplishing the guiding principles established by DSU. It operates collaboratively with the other colleges/schools of the university, the university staff, and outside agencies to produce professional graduates who will be effective in the field of human learning and services. The College of Education offers a stimulating, positive environment and provides its students with professional faculty who demonstrate the competencies, skills, and dispositions expected of Delta State University graduates.

Quality of instruction and professional service are critical to the mission of both the college and university. Scholarly works and publications are strongly encouraged as professional outcomes for the entire university faculty and administration. Through program evaluation processes, the effectiveness of degree programs within the college is reviewed and refined as needed.

Primary importance is given to the academic and scholarly development of students. Equally important are the necessary professional skills for career success. The work ethic of graduates and their demonstrated empathy and human relations skills are dispositions associated with graduates of the College of Education.

Within the College of Education, the numerous degree programs train professionals to address societal needs, educational needs, and personal needs. All degree programs are created to prepare individuals to function in professional service careers. At all levels and in all areas, graduates are intended to impact societal needs through their particular professional areas.

3 Delta State University College of Education Conceptual Framework

DELTA EDUCATION MODEL

Vision: The Delta State University College of Education promotes a vibrant educational community committed to preparing capable and confident education candidates who can positively affect learning outcomes of students in the P-12 school setting. Appropriately illustrated by the Delta triangle, the model reflects educator candidate development through the triad of preparation, performance, and professionalism, supported by the larger Delta educational community (faculty, educational partners, and alumni).

4 Guiding Principles:

1. Education is a lifelong endeavor, requiring an ever-expanding content knowledge base, a repertoire of skills, and a broad experience base. (GP1) [SP Goal(s) 1; QEP Goal(s) 3, 4]* 2. Education is interactive and reflective, a process that is accomplished through assessment and reflection of a collaborative nature. (GP2) [SP Goal(s) 3, 4, 5; QEP Goal(s) 1, 4] 3. Education is culturally contextualized, requiring both an understanding and appreciation of the diversity of all individuals within the learning community. (GP3) [SP Goal(s) 4, 5; QEP Goal(s) 1] 4. Education is dynamic, with change being driven by assessment data and the needs of all segments of the educational community. (GP4) [SP Goal(s) 2, 3, 5; QEP Goal(s) 4] 5. Education is enhanced by technology, infused throughout programs and services. (GP5) [SP Goal(s) 1 – 5; QEP Goal(s) 2]

*SP refers to Delta State University Strategic Plan Goals. QEP refers to Delta State University Quality Enhancement Plan Goals.

General Goals of the College of Education

The goals of the College of Education are to:

1. Impact societal needs through graduates in the areas of human learning and services.

2. Establish a collaborative network of colleagues whose efforts address professional education needs of students.

3. Provide faculty and students with a positive, stimulating, learning environment.

4. Ensure quality instruction, professional service, and scholarly works from College of Education faculty.

5. Engage students in high quality instruction, sound learning experiences, professional ethics training, human relations training, and appropriate field experiences.

6. Provide educational and cultural experiences designed to enhance and fulfill the potential of all persons without regard

5 to race, religion, national origin, sex, or age.

7. Assess the effectiveness of professional education degree programs.

Planning and Assessment Process

The College of Education (COE) at Delta State University is composed of five divisions: Counselor Education and Psychology; Family and Consumer Sciences; Health, Physical Education, and Recreation; the Thad Cochran Center for Rural School Leadership and Research; and Teacher Education, with approximately 42 faculty members serving within the College. Additionally, the Office of Field Experiences is housed in the College of Education and functions as a support office for the divisions. The College of Education Administrative Council (CEAC) is comprised of the five chairs of the COE divisions, the Director of Field Experiences, the Director of Recreational Facilities and Aquatics, the Executive Director of the Delta Area Association for the Improvement of Schools (DAAIS), and the Dean. DAAIS is a 34-member consortium of Delta school districts that works closely with the COE. Curriculum changes and program improvements, as well as other decisions central to the unit, are addressed by and approved through CEAC. A description of how curriculum and program changes are made, as well as the stakeholders involved in the process, is provided in the following narrative.

Changes and Program Improvements: Program faculty meet to discuss their assessment of data and make changes based upon their assessments. These changes might be programmatic in structure or involve curriculum decisions.

Department or Division (College of Education (COE) and Arts and Sciences (AS): Proposed changes go to the department or division chair. If the change is curriculum related, admissions related, or a change affecting other university programs, it then proceeds to the Administrative or Chair’s Councils for approval. Changes related to the doctoral program are submitted to the Doctoral Admission and Curriculum Council (DACC).

College of Education Administrative Council (CEAC) or Chair’s Council (Arts and Sciences): Changes made at the department or division level require approval from CEAC or the Chair’s Council. Deans of the respective colleges (College of Education or Arts and Sciences) chair these councils. Decisions made at this level regarding graduate program policy also go through Graduate Council for approval.

Teacher Education Council (TEC): Decisions affecting teacher education (elementary or secondary) must be approved through the CEAC (this pertains to decisions made within programs within the College of Education). Once approved, these changes are approved by TEC and then submitted by the Dean for approval at the Academic Council (AC) level. Similarly, changes made in the College of

6 Arts and Sciences will go through the Chair’s Council, to TEC, and then back to the Dean of Arts and Sciences to be submitted for approval at the Academic Council level.

Doctoral Admission and Curriculum Council (DACC): This represents the first interdependent level for graduate program approval. The DACC, housed within the College of Education, deals with changes within the doctoral program (i.e., admission criteria, policy changes, program orientation, etc.). Any DACC decisions require approval by CEAC (this is exclusive to the College of Education).

Graduate Council: This represents the second interdependent level of graduate approval. The Graduate Council works in conjunction with DACC, but additionally makes policy decisions for graduate programs within the institution. Graduate Council reports to Academic Council and seeks approval for policy changes from that body.

Academic Council (AC): Academic Council is chaired by the Academic Vice President/Provost and approves all curriculum changes for all programs in the university. All deans, the Associate Dean for Assessment and Planning, Director of Library Services, a representative from the Office of Information Technology (OIT), and the Faculty Senate Chair sit on this council. Changes significantly affecting student life (i.e., fees, schedule changes, university policy) are submitted to the President’s Cabinet for approval.

President’s Cabinet: The University President oversees the Cabinet. Cabinet usually deliberates on decisions made that affect student life, the goals and strategic direction of the university, the university structure and organization and major policy changes.

The planning and assessment process regularly produces changes in course configuration, student requirements, assessment strategies, course offerings, and instructional practices. Additionally, modifications to meet changing accreditation requirements are made as needed. Programs in the College of Education are accredited by the appropriate accrediting body including the following : Southern Association for Colleges and Schools (SACS); National Council for Accreditation of Teacher Education (NCATE); American Association of Family and Consumer Sciences (AAFCS); Council for Accreditation of Counseling and Related Educational Programs (CACREP); Association for Childhood Education International (ACEI); Council for Exceptional Children (CEC); Educational Leadership Constituents Council (ELCC); Council on Accreditation of Dietetics Education (CADE); and the National Association for Sport and Physical Education (NASPE). The Psychology Program has also been through a review process conducted by an external evaluator with positive results. Additionally, the Athletic Training Program was fully accredited by the Committee on Accreditation of Athletic Training Education (CAATE) during the summer of 2006 after a successful site visit during the 2005-2006 academic year.

Program Outcomes

7 All programs within the College of Education have established outcomes for students. Program graduates have demonstrated proficiencies for their respective fields through internships, standardized test results, portfolio presentations, and other means. The results for each program are provided in the attached division annual reports. It should be noted that a wide range of assessment strategies are used throughout the college including standardized tests such as the PRAXIS, observation during internships, written comprehensive examinations, and portfolios utilized for both formative and summative purposes. An electronic data collection tool, TaskStream, continues to be used to manage assessment data for educator preparation programs, as well as a selection of other programs throughout the College of Education unit. Both program and specific learner outcomes are tracked through this data collection tool. In addition, other programs such as Access, Excel, and SPSS are utilized in tracking and analyzing data.

Evaluation of Program Success

Program success is predicated on student success as measured by multiple assessment techniques. Annual course/faculty evaluations provide information on student satisfaction and course goal attainment including level of engagement with faculty and peers. Dialogue with students during advisement and program meetings also identifies the degree of program satisfaction. Grades given for courses and on specific assignments and the success of students in earning required grades also provide helpful information when reviewing program success. Additionally, results of standardized tests required for licensure, analysis of surveys of graduates and employers, and reviews by accrediting agencies provide information used for program evaluation. Surveys of graduates and their employers yield important data about the competency of graduates in their respective fields. Specific program assessment strategies and results are outlined in the annual reports for each division/office.

General Education

All majors within the College of Education must accrue a minimum of 44 general education hours, with most majors requiring a minimum GPA of 2.0 or above for general education courses. Additionally, all students in a teacher education program must pass PRAXIS I and have a 2.5 GPA in general education courses, while all university students must demonstrate writing proficiency. The College of Education works collaboratively with the College of Arts and Sciences to ensure a strong liberal arts foundation for all students at Delta State.

Professional Development

8 Ongoing professional development is an important component for faculty, staff, and administration within the College of Education. Faculty curriculum committees, the College of Education Administrative Council (CEAC), and committees working on various accreditation processes and other initiatives assist in determining which professional development activities are most needed. Additionally, individual faculty and staff members identify specific activities to assist in furthering their specific professional development. Activities for the 20076-08 year are noted in the general college accomplishments as well as in the reports for individual divisions/departments. Budget Requests

Budget requests are tied to program improvement, accreditation requirements, student achievement needs, and faculty efficiency. Each division/office prioritizes its budget requests to ensure that available funds are used effectively. Technology upgrades, curriculum issues, accreditation requirements, and safety needs receive primary consideration for allocating financial resources during budget hearings each spring.

Evaluation Calendar

Student assessment and faculty evaluation processes are vital program components for the College of Education. The evaluation of each program’s success, as well as division and college success, determines budget priorities and target goals for the College. Detailed information on use of specific student assessment tools and processes is provided in each division’s annual report information.

Faculty evaluation in the college is multi-faceted and complies with the university policy on evaluation of faculty. End-of-course evaluations by students, merit-based evaluations conducted by the chair and dean, and the extensive summative faculty evaluations conducted by division chairs all focus on goals related to teaching, service, scholarly activity, and enhancement of the total learning experience. Course evaluation occurs each semester with the faculty evaluation process commencing when a faculty member is hired. Merit-based evaluation is conducted annually in accordance with university policy. All faculty members establish annual goals in dialogue with division chairs; those goals along with data from course evaluations then become the basis for summative faculty evaluation in the spring of each year.

Evaluation of program components occurs through the following multiple means: regular dialogue sessions in committees and full faculty meetings, review of course evaluations each semester, analysis of portfolio results each semester, review of graduate survey data, and end of year review of all assessment data for the college. Analysis of evaluation/assessment information drives the

9 determination of goals for individuals, divisions, and the COE for the following year. This process enables the College of Education to utilize a continuous improvement cycle to positively impact all aspects of operation.

College of Education

Selected Accomplishments

2007-2008

State, regional, and national accreditation standards, assessment and evaluation processes, and program refinement and enhancement were the areas of major focus for the College of Education during the 2007-2008 academic year. Major accomplishments in each of these areas are noted below.

Accreditation Standards

State Accreditation

 Met all standards for initial teacher preparation programs and advanced educational leadership preparation through the Mississippi Department of Education Process and Performance Review  Faculty served as both committee members and chairs of six MDE Process and Performance Review visits to other campuses

Regional Accreditation

 Implemented activities to foster enhanced student engagement within all programs  Conducted orientation sessions for new faculty to acquaint them with accreditation bodies and their corresponding standards  Continued refinement of outcomes-based assessment processes  Mentored faculty on web-based data collection and assessment tools  Implemented strategic goals in each division  Provided opportunities for faculty development in multiple assessment strategies

10  Held extended faculty retreats for the purposes of data analysis, discussion of assessment results, and identification of program changes, bringing together College of Education faculty and secondary education faculty in the College of Arts and Science for collaborative and strategic planning  Held extensive on-site training for COE unit faculty in the usage of TaskStream tools

National Accreditation

 Earned continuing accreditation status from the National Council for the Accreditation of Teacher Education (NCATE) in April 2008  Supported a faculty member from the College of Arts and Sciences to attend national NCATE training to broaden understanding of the accreditation process across the unit

Assessment and Evaluation Processes

 Identified a Unit Assessment Director to ensure a closely coupled Unit assessment system  Developed an Assessment Manual to institutionalize assessment procedures across the COE unit  Assessment Director published a Data Book comprised of data on all key unit assessments for review by stakeholders  Restructured Office of Field Experiences to provide oversight and support to all teacher preparation programs  Implemented Teacher Work Sample methodology across secondary teacher education programs  Increased field experience hours and structured experiences across all programs  Established a timeline for dissemination, analysis, and decision making relevant to unit assessment data  Added a Unit Access database to centralize and supplement program-specific databases  Continued committee work in developing all program components for meeting standards for the NCATE accreditation process  Initial English Education program received National Recognition Status through a program report submission to the National Council for English Education (NCTE)  Continued preliminary assessment and preparations for National Association for the Education of Young Children (NAEYC) Accreditation  Continued committee work in developing all program components for meeting standards for the NCATE accreditation process  Continued to implement and refine the conceptual framework for all educator preparation programs

11  Supported Counselor Education faculty members’ participate in national venues related to CACREP accreditation  Director of Field Experiences served on state committee for revision of the Student Teacher Assessment Instrument (STAI)

Program Refinement and Enhancement

 Redefined the functions of the Office of Field Experiences to increase partnerships with P-12 schools and more closely couple the curricula of various educator preparation programs  Continued curriculum refinement across all programs  Increased online program/course availability, as well as hybrid course offerings  Increased number of video, weekend, intersession, and other alternative types of course offerings  Revised the Educational Specialist degree program in Educational Administration and Supervision to better reflect new national and state standards  Implemented NAEYC standards in Child Development Center  Hosted an Early Childhood Conference for early childhood educators  Established the Heflin Endowed Professorship in Recreation to increase interest in the recreation concentration within the Division of Health, Physical Education, and Recreation

Other Major Accomplishments

 Planned and implemented an online Master of Elementary Education program  Planned and implemented a Master of Education degree program in Elementary Education at the Coahoma County Higher Education Center  Increased number of courses offered exclusively online, hybrid-online, in weekend sessions, and through videoconferencing  Administered first comprehensive examinations for the Master of Arts in Teaching  Enhanced the website to allow Ed.D. applicants to view admissions procedures online  Hosted the Mississippi Licensed Professional Counselor’s Association state training program concerning new rules concerning training and certification in clinical supervision  Completed renovations and updates for the Counseling Lab  Dr. Scott Hutchens served as the keynote speaker at the December 2007 graduation ceremony as recognition for receiving the 2007 Kossman Outstanding Teaching Award

12  The Director of the Child Development Center applied for accreditation by the National Association for the Education of Young Children with the site visit scheduled for the coming school year  Students in Child Development and Nutrition/Dietetics developed toolkits as a service-learning aspect of FCS 444 Child Nutrition and distributed them to area elementary teachers  Mrs. Leigh-Anne Gant assisted with the revision of benchmarks for four-year-olds in early childhood programs in the state of Mississippi  Dr. Tommy Taylor was appointed by Mississippi Governor Haley Barbour to the Mississippi Juvenile Justice Advisory Committee  Added a new display to the first floor hallway in Ewing to showcase Family & Consumer Sciences students’ work  Dr. John Alvarez for HPER and Dr. Kathy Davis for FCS collaborated to team teach a course (FCS 343 Nutrition and Physical Fitness)  All HPER classes were revised to require an online component, a presentation, and library utilization  Hosted a meeting of all Directors of Field Experiences in the state’s Institutions of Higher Learning

Promotions and Awards

 Dr. Kathy Davis, Assistant Professor of Dietetics in Family & Consumer Sciences, was selected as the Outstanding Dietetic Educator of the Year for the state of Mississippi by the Mississippi Dietetic Association.  Dr. Donna Sheperis was elected as the new President of Mississippi Licensed Professional Counselor’s Association.  Dr. Jan Haynes is the President-elect of the Mississippi Association of Family & Consumer Sciences.  Dr. Wayne Lee is the President of the DSU Athletic Alumni Association  Dr. Scott Hutchens, recipient of the Spring 2006 Kossman Outstanding Faculty Member award, spoke at fall 2007 commencement  Dr. Laura Simpson received the Mississippi Counseling Association Outstanding Research Award; and the Mississippi Licensed Professional Counselor Association Outstanding Research Award and the Delta State University College of Education Outstanding Faculty Award for 2008  Dr. John Alvarez received the College of Education Outstanding Faculty Award for 2008

Production of Faculty:

 State/Regional/National Scholarly Presentations, Workshops, and Juried Presentations:

13 03-04 04-05 05-06 06-07 07-08 57 85 143 149 146

 Publications: 03-04 04-05 05-06 06-07 07-08 19 38 41 43 39

Grants: Delta Health Alliance (Delta Health Initiative Cooperative Agreement) $1,250,000.00 (Dr. Leslie Griffin – PI) Middle School Institute for Content Literacy (IHL/U.S. Dept. of Education) $72,500.00 (Dr. Levenia Barnes, Director) Carol M. White Physical Education Program (Partnership between DSU and Cleveland School District; sponsored through U. S. Dept. of Education) $1,225,282 over three-year period (Cleveland School District is fiscal manager) (Dr. John Alvarez) Mississippi Humanities Council (Delta Heritage Oral History Project) $966.65 (Dr. Jenetta Waddell) National Writing Project $89,875 (Dr. Gerry Sultan)

14 Other Data

ENROLLMENT BY DIVISION

DIVISION SUMMER FALL SPRING SUMMER FALL SPRING SUMMER FALL SPRING 05 05 06 06 06 07 07 07 08

C. Ed/Psy. 89 196 196 106 222 184 90 206 173 FCS 69 147 179 62 186 200 103 168 148 HPER 287 268 252 104 256 303 79 269 234 Teacher 240 487 435 199 484 409 221 465 421 Ed. Ldrshp./Re 116 128 137 94 121 136 70 112 106 search TOTAL 801 1226 1199 565 1269 1232 563 1220 1082

GRADUATES BY DIVISION

DIVISION FALL SPRING FALL SPRING FALL SPRING 05 06 06 07 07 08

C. Ed/Psy. 18 19 26 25 19 29 FCS 19 10 16 25 21 21 HPER 26 28 41 34 26 35 Ldrshp/Res 21 6 25 12 23 9 Teacher 69 34 53 38 63 40 Ed. Totals 153 97 161 134 152 134

15 CREDIT HOUR PRODUCTION BY DIVISION

DIVISION SUMMER FALL SPRING SUMMER FALL SPRING SUMMER FALL SPRING 05 05 06 06 06 07 07 07 08

C. Ed/Psy. 769 1519 2598 825 2539 2529 936 2520 2486 FCS 161 1343 1490 308 1883 1796 385 1521 1751 HPER 233 3058 3035 687 3055 2664 629 2949 2869 Ldrshp/Res. 940 929 979 894 832 781 929 979 778 Teacher Ed. 2395 4129 3362 1935 3526 3177 1881 3337 3119 Totals 4498 9635 11464 4649 11835 10947 4760 11306 11003

Progress towards Goals 2007-2008

 Continue progress toward meeting all standards for compliance with NCATE accreditation, especially as they relate to the unit assessment system [SP Goal(s) 1, 3; QEP Goal(s) 4]

Outcome(s): Awarded continuing NCATE accreditation through 2013.

 Successfully implement all programmatic revisions approved during the 2006-2007 academic year [SP Goal(s) 1,3; QEP Goal(s) 1 – 4] Outcome(s): All approved program revisions have been implemented or are in an implementation cycle.

 Continue to implement the assessment system for the educator preparation program using TaskStream and other data management processes [SP Goal(s) 1, 3; QEP Goal(s) 2] Outcome(s): TaskStream utilization has been institutionalized for key common unit assessments and an Access database has been developed for tracking data on program candidates.

 Provide additional professional development opportunities for faculty on assessment tools, processes, and other related topics

16 [SP Goal(s) 3; QEP Goal(s) 2, 4] Outcome(s): Dr. Eileen Raymond of SUNY at Potsdam delivered two days of TaskStream training to faculty in the COE unit. Additional training was provided by Mr. Ty McMurry in the Center for Teaching and Learning.

 Develop an assessment policy manual for use in standardizing the unit assessment system [SP Goal(s) 3, 5; QEP Goal(s) 1, 2, 3] Outcome(s): An Assessment Manual has been developed and disseminated to all stakeholders.

 Refine methods of collecting program review data from graduates and employers for all programs [SP Goal(s) 3, 5; QEP Goal(s) 1, 2, 3] Outcome(s): The process for collecting data from graduates and employers has been streamlined for initial programs. The Office of Field Experiences will assume responsibility for collecting this data.

 Identify research questions related to the COE mission of serving the rural region and seek funding to support research projects [SP Goal(s) 1, 4, 5; QEP 1, 4] Outcome(s): Key research topics have been identified. A task force has been identified to focus the research process(es). Support is provided through a HRSA grant to research questions related to the health of citizens of the Delta region.

 Continue the curriculum review/refinement process in all programs [SP Goal(s) 1; QEP Goal(s) 1 – 4] Outcome(s): While this is ongoing in all programs, several programs have been heavily involved in the review process. Both the Educational Leadership and Teacher Education programs have proposed changes due to impending recommendations from the Blue Ribbon Committee for the Redesign of Teacher Preparation and Educational Leadership Programs. The Educational Specialist degree program significantly streamlined its program and, accordingly, the number of hours within the degree program.

 Restructure the Office of Field Experiences to expand partnerships with P-12 schools and more closely couple educator preparation curricula with field experiences [SP Goal(s) 3, 4, 5; QEP Goal(s) 1, 3,4] Outcome(s): The Director of the Office of Field Experiences taught courses within the teacher education program; taught onsite in a local elementary school; hosted trainings for secondary faculty and candidates in Teacher Work Sample methodology; and increased services overall to secondary programs. The Office also hosted a meeting of statewide directors of field experiences.

17  Transition the Center for Teaching and Learning to a computer lab with general access and negotiate with OIT for support services [SP Goal(s) 1, 3; QEP Goal(s) 2, 3] Outcome(s): This transition was completed; improvements are ongoing.

 Enhance outreach and communication through the publishing of a college-wide newsletter and current promotional materials disseminated to prospective students, alumni, stakeholders, and the community [SP Goal(s) 2, 4, 5; QEP Goal(s) 1, 4] Outcome(s): A newsletter was published at the close of the 2006-2007 summer session. A second annual newsletter is scheduled to be published at the close of summer session 2008. A college-wide brochure has been developed for print.

 Continue to expand and refine student orientation processes for all graduate programs [SP Goal(s) 1, 2; QEP Goal(s) 1,4] Outcome(s): Several programs added orientation sessions to their schedule of student events this past year. The expectation is that 100% of programs in the COE will conduct such orientations in the coming year.

 Continue to meet facility needs for furnishings and renovation as resources allow [SP Goal(s) 3; QEP Goal(s) 2] Outcome(s): Due to limited funding, little progress was made with respect to this goal.

 Fully implement use of the renovated foods laboratory to include additional outreach activities [SP Goal(s) 3, 4, 5; QEP Goal(s) 1] Outcome(s): The foods laboratory increased outreach activities, including lunch-and-learn promotions and demonstrations on various topics for invited guests and alumni throughout the year.

 Continue improvement of the COE website for all offices and divisions with a primary focus of outreach [SP Goal(s) 2 – 5; QEP Goal(s) 1, 2, 4] Outcomes: Improvements have been ongoing, with the most significant improvement being the addition of data summary reports for unit assessments.

 Seek ways to expand partnership activities with community entities, local, state, & national agencies, community colleges, and other four-year institutions [SP Goal(s) 5; QEP Goal(s) 2] Outcome(s): Meetings have been held with the Cleveland School District, Hinds Community College, Tishomingo School District, the Greenville Center for Higher Education, Mississippi State University, Blue Mountain College, and the University of Michigan to identify and crystallize partnership endeavors. The Delta Connection was forged between Blue Mountain College and Delta State University to provide diverse field experiences for teacher education candidates.

18  Identify strategic planning committees in an effort to streamline and focus work [SP Goal(s) 3; QEP Goal(s) 4] Outcome(s): Strategic planning committees have been identified for fundraising, outreach and recruiting, research, and other key focus areas within the COE.

 Implement unit-wide retreats for planning and assessment [SP Goal(s) 1, 3; QEP Goal(s) 4] Outcome(s): A unit-wide retreat was held for the COE each semester. Additional mini-retreats/meetings were held for special focus groups throughout the year (e.g., program coordinators).

Projected Goals 2008 – 2009

 Fully operationalize College of Education task forces in critical areas (e.g., fundraising, recruiting, outreach, others), with the establishment of target goals for each task force [SP Goal(s) 3; QEP Goal(s) 4] Expected Outcome(s)/Evaluation: Goals will be formulated and progress toward those goals reported and documented through minutes and other record-keeping methods.

 Develop a proposal for the redesign of initial teacher preparation programs in accordance with the Blue Ribbon Committee for the Redesign of Teacher Education, a joint effort of the Mississippi Institutions of Higher Learning (IHL) and the Mississippi Department of Education (MDE) [SP Goal(s) 1, 4, 5; QEP Goal(s) 1, 4] Expected Outcome(s)/Evaluation: A Redesign Team for the COE unit will be identified to develop a plan, which will be submitted to the IHL in spring 2009 for approval by an external evaluator

 Increase overall enrollment in the College of Education by five percent through increased recruitment, retention, and outreach efforts [SP Goal(s) 2; Goal(s) 1, 4] Expected Outcome(s)/Evaluation: Verify through Institutional Research data reports

 Increase overall credit hour production in the College of Education by five percent through increased recruitment, retention, and outreach efforts [SP Goal(s) 2; QEP Goal(s) 1, 4] Expected Outcome(s)/Evaluation: Verify through Institutional Research data reports

 Increase visibility within and beyond the region through a strategic advertising campaign [SP Goal(s) 4, 5; QEP Goal(s) 4]

19 Expected Outcome(s)/Evaluation: Records of advertising efforts will be maintained and reviewed/enrollment will be monitored as a tracking device

 Establish a presence in locations beyond the Delta region via distance classes, online, and off-campus sites [SP Goal(s) 2; QEP Goal(s) 1, 2, 4] Expected Outcome(s)/Evaluation: The number of distance and online class offerings will increase; an additional off-campus site will be added within the year

 Improve student advising services through faculty professional development [SP Goal(s) 2,3; QEP Goal(s) 1, 4] Expected Outcome(s): Orientation sessions will be held for each program throughout the year; advisement services will expand; student surveys will indicate satisfaction levels

 Work with Retention Office to develop a tracking system for retention [SP Goal(s) 1, 2; QEP Goal(s) 1, 4] Expected Outcome(s): Implement and monitor tracking system

 Increase faculty scholarly productivity (publications and presentations) by 10% through collaboration, support, and professional development [SP Goal(s) 4, 5] Expected Outcome(s): Faculty reports will document an increase (minimum of 10%) in scholarly publications and presentations

 Establish baseline for assessing growth of distance classes (videoconferencing, online, hybrid) [SP Goal(s)2] Expected Outcome(s): Chairs will report these occurrences each semester; schedules will verify the offerings

 Improve the physical plants housing the College of Education (Ewing Hall, Wyatt Gym) [SP Goal(s) 4, 5; QEP Goal(s) 1] Expected Outcome(s): Facility managers will identify priorities at the outset of the year and monitor improvements, with progress reports issued periodically to stakeholders

 Strengthen existing and build new partnerships through outreach efforts and joint endeavors [SP Goal(s) 5; QEP Goal(s) 2] Expected Outcome(s): Stakeholders will increase activity in outreach to partners, monitored by logs; COE will plan an event or campaign to recognize friends and partners of the COE; various reports and documents will verify

 Continue the curriculum and program review/refinement in all programs [SP Goal(s) 1; QEP Goal(s) 1 – 4]

DELTA STATE UNIVERSITY: ACADEMIC UNIT ANNUAL REPORT Year 2007 (Spring, Summer, Fall, 2007)

I. Unit Title: Division of Counselor Education and Psychology

School or College: College of Education

Unit Administrator: Dr. Matthew R. Buckley

22 II.a. Learning Outcomes (Counselor Education Program) A. Learning Outcome B. Data Collection and C. Results of D. Use of Evaluation What should a graduate in the Analysis Evaluation Results 1. What assessment tools and/or What were the findings of the 1. List any specific recommendations. Counselor Education methods will you use to determine analysis? 2. Describe changes in curriculum, achievement of the learning courses, or procedures that are major know, value, or be able to do at outcome? 2. Describe how the data proposed or were made/ are being graduation and beyond? from these tools and/or methods will made as a result of the program be/have been collected. learning outcome assessment process. 3. Explain the procedure to analyze the data. Outcome 1. Counseling 1. The two assessment Data from the last three years Program faculty review results students will have a knowledge instruments used in indicate that DSU student pass of the CPCE and the NCE in base in the eight CACREP core determining acquisition of rates are strong and means and formal faculty meetings and areas.* content knowledge in the standard deviations are at or discuss changes to curriculum program are the CPCE slightly below national norms within the program and in GE-1; SP-1, 5; QEP-1, 3, 4 (Counselor Preparation (CACREP and non CACREP specific courses. Faculty Comprehensive Exam) and the programs) [see summary tables determined that student NCE (National Counselor at end of Learning Outcomes acquisition in content areas Exam). The CPCE is offered (Counselor Education remains stable and that practical every semester and students are Program) table. application of student learning eligible to sit for the exam after (skills, conceptualization, taking CED 609; the NCE is A few students have retaken relationship building, offered every spring semester the CPCE more than 3 times. theoretical orientation, ethical and students are eligible to sit For these students, at the end functioning, etc.) remains for the exam while they are in of each retake, they schedule strong. While exact correlations their last semester of an appointment with a faculty between the CPCE and the NCE coursework in the program. member to review problem cannot be drawn from the 2. Scores from the CPCE are areas and develop strategies current DSU data, national data generated through Center for and resource lists in indicates a .9 correlation Credentialing in Education preparation for the next test between passing the CPCE and (CCE) an affiliate with the administration. passing the NCE. Faculty National Board of Certified anticipate that program students

23 Counselors (NBCC), which will also reflect this trend. generates the scores for the NCE. The CPCE scores are generated each semester and the NCE scores are generated once a year in the spring. The CPCE test summary also provides descriptive statistical data to compare program results with national results; the NCE also has national data with comparisons with CACREP and non-CACREP programs. 3. Data from test results are distributed to faculty for review in preparation for a discussion in a faculty meeting (or multiple faculty meetings as needed). At these faculty meetings, strategies are developed that will help students perform better on these instruments including program preparation workshops, professionally prepared test prep materials, and curricular changes within targeted courses. Outcome 2. Counseling Counseling students are For the fall 06 and spring 07 Documented observations Students will have a strong observed closely in at least five semesters, documented indicate that faculty maintain skills base in relationship clinical courses (CED 630, observations indicated that 10 rigor in their assessment of building skills, theoretical 601, 604, 609, and 610 or 619) students self-selected out in student skill acquisition and that

24 orientation, basic therapeutic Documented taped session CED 630; 6 students self- students who fail to meet intervention, and case reviews in 630 and 604 and site selected out of the program or established benchmarks self- conceptualization. supervisor observations were mandated to repeat the select out of the program, are reflected in formal evaluations course in CED 604; all remediated, or advised out of GE-2; SP-1, 5; QEP-1, 3, 4 serve to monitor student students passed CED 609; and the program. progress. all students passed CED 610 or CED 619. This multiple evaluation procedure is determined by program faculty to be an effective “gate keeping” process. Outcome 3. Counseling As part of the clinical Analysis of faculty and site Faculty will continue to discuss students will have a disposition observations (documented supervisor observations didactic and experiential towards professional and ethical taped session reviews and site indicated that all interns activities that enhance the conduct, a sensitivity toward supervisor observations adequately demonstrated curriculum in student and ability to effectively work reflected in formal evaluations) minimal competency in acquisition of knowledge of with diverse populations, and faculty review and discuss developing and demonstrating skills. Faculty will review the an acceptance of the student progress in the areas of the ability to work effectively CED curriculum in 2008-09 to personhood of those with whom professional and ethical with diverse populations and ensure compliance with the they work. conduct and an appreciation for exhibiting professional and revised CACREP standards. diversity. Multicultural issues ethical conduct. GE-7; SP-1,5; QEP-1, 3 are covered in all coursework with the foundational course as CED 616; experiential and didactic experiences serve to develop a disposition toward appreciating diversity. Outcome 4. Counseling Students are required as part of Students are observed and/or This continues to be an ongoing students will have an their internship experiences required to submit requirement in the program. appreciation for research and (CED 610 or 619) to present at documentation of these Faculty continue to dialogue presentation at professional a professional conference. presentations; during the 07-08 about how to motivate students conferences and activity in Many take the opportunity to year 15 students presented or to become members of state and professional organizations. present at the F.E. Woodall co-presented at MCA and/or national professional

25 Annual Spring Conference or the F.E. Woodall Spring organizations (MCA; ACA). GE-2; SP-1, 5; QEP-1, 3, 4 the state’s MCA conference. Conference

*Professional Identity Helping Relationships Assessment Group Work Career Development Human Growth and Development Social and Cultural Diversity Research and Program Evaluation

Summary Tables

Counselor Preparation Comprehensive Exam (CPCE) Pass Rates CPCE Administration # of Students # of Students Pass Rate % Dates Tested Passed 4/08 (spring 08) retake 4 3 75% 3/08 (spring 08) 10 5 50% 11/07 (fall 07) retake 8 3 38% 10/07 (Fall 07) 12 1 8% 3/07 (spring 07) retake 6 3 50% 3/07 (spring 07) 10 3 30% 11/06 (fall 06) retake 5 4 80% 10/06 (fall 06) 10 7 70% 7/06 (summer 06) 16 11 69% 4/7/06 (Spring 06) retake 5 3 60% 3/3/06 (Spring 06) 10 4 40%

26 National Counselor Exam (NCE) Pass Rates # of Students # of Students NCE Administration Pass Rate % Tested Passed Spring 07 15 9 60% Spring 06 9 4 44% Spring 05 7 6 86% Spring 04 10 8 80% Spring 03 8 7 88%

II.b. Learning Outcomes (Psychology Program) A. Learning Outcome B. Data Collection and C. Results of D. Use of Evaluation What should a graduate in the Analysis Evaluation Results 1. What assessment tools and/or What were the findings of the 1. List any specific recommendations. Psychology methods will you use to determine analysis? 2. Describe changes in curriculum, achievement of the learning outcome? courses, or procedures that are major know, value, or be able to do 2. Describe how the data from these proposed or were made/ are being at graduation and beyond? tools and/or methods will be/have made as a result of the program been collected. learning outcome assessment process. 3. Explain the procedure to analyze the data. Students will demonstrate Assessment in PSY courses via Average GRE PSY scores: Faculty agreed to offer more familiarity with the major tests, papers, & assignments. Unselected PSY students = deep learning, hands-on concepts, theoretical 458 activities in PSY courses (i.e., perspectives, empirical PSY 490 (Senior Seminar) *Highly selected national in-class demonstrations, findings, and historical trends Capstone Course Assessment students = 500 simulations, and experiments). in psychology, including the (1) GRE PSY subject test. (* students planning on areas of learning, cognition, (2) Chapter tests over PSY attending PSY graduate Tests are periodically revised to development, biological subject areas. school) reflect current course content. psychology, research methods, (3) Journal article and statistics. presentations & Note - PSY students are a little discussions which are below the national average. GE – 1, 2, 5, 6, 9, 10; SP – 1; graded based on content, But ALL PSY students take

27 QEP – 1, 2, 4 clarity, and presentation. the GRE in PSY 490, not just the ones planning on attending graduate school (this brings down the average). Note - PSY students accepted into psychology graduate programs Recommendations – Continue to averaged a score of 540 on the track differences in performance GRE PSY. between PSY students who plan on attending graduate school and Based on this comparison, the those who plan on starting a average PSY student has a post-baccalaureate career and try high knowledge base in to improve scores for both psychology. groups.

Mean chapter test and journal article presentation/discussion scores are high (i.e., 78% and 88%, respectively). Students will apply basic Assessment in various PSY Average GRE PSY scores: research methods in courses (200, 201, 315, 402, Unselected PSY students = Faculty agreed to have a psychology, including 404, 493) through tests, creation 458 (Research and PSY are so research component in certain research design, data analysis, of surveys (validity, reliability), closely integrated that in order courses which are conducive to and interpretation. research proposals, and research to do well on one a student having a research component projects. would need to do well on the (i.e., class size and subject GE – 1, 3; QEP – 2, 4 other. Thus, GRE PSY is a matter). PSY 490 Capstone Course good measurement of research Assessment methods.) PSY 493 (Independent (1) GRE PSY subject test. Research) was developed in (2) Chapter tests over PSY Mean chapter test and journal order that students could take a subject areas. article presentation/discussion course solely devoted to (3) Journal article scores are high (i.e., 78% and conducting research and writing presentations & 88%, respectively). an APA research paper. discussions which are However, PSY 493 was not

28 graded based on content, PSY students produced a large offered in Spring 08 due to low clarity, and presentation. number of research projects enrollment and is not projected (20 professional research to be offered again because Student research and presentations in 2007-2008 [8 funding is based on numbers and presentation production more than last year]). the course is not conducive to an (Students are required to enrollment of 10 or more. incorporate conceptual learning in professional research Offer and maintain student presentations that require research opportunities. students to present concepts to professionals in the area of Recommendations – Since the PSY.) majority of undergraduate research projects are carried out voluntarily and PSY 493 is not viable based on the current funding formula, increase research opportunities in courses which are conducive to having a research component. Students will use critical and Assessment in PSY courses Average scores in PSY 490: Tests are periodically adjusted to creative thinking, skeptical through tests, papers, 458 GRE PSY assess critical and creative inquiry, and, when possible, assignments, & discussions. 359 GRE Verbal thinking and skeptical inquiry. the scientific approach to solve 366 GRE Quantitative problems related to behavior PSY 490 Capstone Course 2.90 GRE Analytical Writing I and mental processes. Assessment (note – 3.00 is required for (1) GRE PSY subject test. acceptance into DSU graduate GE – 1, 3, 4; SP – 1; (2) GRE test school.) QEP – 1, 2, 4 (Verbal/Quantitative). 2.70 GRE Analytical Writing (3) GRE Analytical Writing. II (4) Chapter tests over PSY (note – the GRE is used as an subject areas. assessment of students’ (5) Journal article progress through the program, presentations & rather than a measurement for

29 discussions which are pre-existing standards or Recommendation - graded based on content, goals.) Implementation of more deep clarity, and presentation. learning, hands-on activities in Mean chapter test and journal PSY courses (i.e., in-class article presentation/discussion demonstrations, simulations, and scores are high (i.e., 77% and experiments). 86%, respectively). Students will demonstrate Assessment in PSY courses Mean chapter test and journal A Service learning course (PSY application of psychological through application test article presentation/discussion 425) was developed and offered principles to personal, social, questions, papers, and scores are high (i.e., 78% and in the summer and fall of 2007. and organizational issues. discussions. 88%, respectively). Students completed volunteer work in psychology at over 15 GE – 1, 5, 6, 7, 8, 10; SP – 1; PSY 490 Capstone Course different agencies. Their QEP – 1, 2, 4 Assessment supervisor ratings were all (1) Application chapter test exceptional. The course will also questions. be offered again in the fall of (2) Journal article 2008. discussions which are graded based on content, Recommendation- clarity, and presentation. Implementation of more service learning activities.

Students will be able to use Assessment in PSY courses Mean chapter test and journal Faculty agreed to offer more writing, oral communication, through application writing article presentation/discussion writing intensive assignments and interpersonal intensive assignments, essay are high (i.e., 78% and 88%, and presentation/discussion communication skills in tests, papers, and oral research respectively). activities in PSY courses. various formats (e.g., essays, presentations. 2.90 GRE Analytical Writing I correspondence, technical (Note – 3.00 is required for PSY 493 (Independent papers, APA style empirically- PSY 490 Capstone Course acceptance in to DSU graduate Research) was developed in based reports, literature Assessment school.) order that students could take a reviews, theoretical papers, (1) Journal article 2.70 GRE Analytical Writing course solely devoted to group discussion, debate, discussions & II conducting research and writing lecture, professional presentations which are an APA research paper.

30 presentation) and for various graded based on content. PSY students produced a large However, PSY 493 was not purposes related to psychology clarity, and presentation. number of research projects offered in Spring 08 due to low (e.g., informing, defending, (2) GRE Analytical Writing (20 professional research enrolment and is not projected to explaining, persuading, test presentations in 2007-2008 [8 be offered again because funding arguing, teaching). more than last year]). is based on numbers and the Student research and course is not conducive to an GE – 1, 2, 5, 7, 8, 9, 10; SP – presentation production. enrolment of 10 or more. 1; QEP – 1, 2, 4 Recommendations – Since the majority of undergraduate research projects are carried out voluntarily and PSY 493 is not viable based on the current funding formula, increase research opportunities in courses which are conducive to having a research component and require students to present their findings in those courses.

III. Goals

Division/Department Goals for the Current Year (2007-08)

Division Goals (2007-2008) Division Goal#1: Division faculty will examine external funding sources to supplement program initiatives. 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 5 2. Actual Results of the Evaluation: Established lab fees for CED 602, 604 and funds from intersession courses. Approximately $12,000 in additional revenue was raised for maintenance of counseling lab and the assessment course. 3. Evaluation Procedure(s): Determined which courses needed additional funding in order to accomplish initiatives. 4. Use of Evaluation Results: Additional funds will solicited from potential grants and other funding sources.

31 Counselor Education Program Goals (2007-2008)

CED Program Goal #1: Refurbish and develop a state of the art counseling lab for the counseling program. 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 5; QEP - 3 2. Actual Results of the Evaluation: This goal was achieved in January, 2008. 3. Evaluation Procedure(s): Student course evaluations for CED 604 in spring 2008 indicated that students enthusiastically and positively received the new lab. 4. Use of Evaluation Results: Faculty will utilize updated lab to enhance supervision of counseling students and interns and examine meaningful ways to incorporate research methodology into its use.

CED Program Goal #2: Prepare School Counseling Program for a new School Counseling Program Coordinator. 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 3, 4, 5 2. Actual Results of the Evaluation: A new school counseling coordinator was hired starting summer 08; John Hawkins. Orientation preparation was organized and implemented. 3. Evaluation Procedure(s): Determined what would be needed to streamline the process. 4. Use of Evaluation Results: Faculty member hired.

CED Program Goal #3: Faculty will incorporate more web-based components into the program curriculum and on division website. 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 3, 4, 5; QEP - 2 2. Actual Results of the Evaluation: Five division faculty were trained in the technology training institute during the academic year and incorporated online components in 16 courses in the division. 3. Evaluation Procedure(s): # of faculty trained; # of courses utilizing technology. 4. Use of Evaluation Results: Updating the website remains the central task for full completion of this goal.

CED Program Goal #4: Faculty will examine new CACREP standards and project and propose changes in the program based on these standards. 1. Institutional Goal(s) supported by this goal: SP – 1 2. Actual Results of the Evaluation: Counselor Education faculty discussed major aspects of the new CACREP standards and discussed how these changes will be implemented. Specific changes will begin to be incorporated into the program closer to the end of the accreditation cycle in 2012. 3. Evaluation Procedure(s): Actual implantation of the new standards from CACREP.

32 4. Use of Evaluation Results: Changes in program will include changing the master’s in school counseling to 48 hours, creating a 72 hour EdS degree program, and changing the community counseling program to a mental health counseling program.

CED Program Goal #5: Program faculty will conduct a feasibility study for implementing a summer Day Treatment institute. 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 4, 5 2. Actual Results of the Evaluation: This goal was not realized. 3. Evaluation Procedure(s): Checkpoints were established to monitor progress. 4. Use of Evaluation Results: Faculty will continue to explore the feasibility of this goal and other institutes.

Psychology Program Goals for 2007 - 2008

PSY Program Goal # 1: Continue to develop the psychology program (Mentor and train new faculty to become more effective teachers, researchers, and transition into the role of “faculty member;” mentor and train new faculty to academically advise students (online system, curriculum, degree requirements, graduate check list, and so on), mentor and train faculty to understand DSU & Division policy and procedures (travel approval requests, IRB proposals, research grant proposals, and so on); help new faculty develop research programs and labs; encourage new faculty to participate in faculty-mentored undergraduate research with PSY students; encourage and help faculty become active in student activities (Psi Chi and Psychology Club); and foster collegiality among faculty). 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 3, 4, 5; QEP - 1 2. Evaluation Procedure(s): Chair and student evaluations; Number of PSY majors per year; Retention and graduation rates of majors; Long-term retention of faculty, faculty and student research productivity. 3. Actual Results of Evaluation: With four new faculty having an additional year of experience at DSU, the psychology program is on its way to recovering from having four open positions (out of five) two years ago. However, there are still growing pains. Only one of the four faculty has started a research program. One is still trying to finish her dissertation. Some faculty still have problems with procedures for academic advising. Some of the new faculty members teaching evaluations were lower because of their teaching inexperience. The high faculty and student research productivity enjoyed by the PSY program is still lower due to having new faculty and program transition. However, student professional research presentations did increase from 12 to 20 this year. Some faculty have become involved in university committee work. One new faculty member is starting to publish consistently. All faculty are consistently involved in hosting symposia at two different conferences. Also, no faculty members are leaving this year. 4. Use of Evaluation Results: The results will be used to help shape a rebuilding program in the future. Faculty recognize that student recruitment and retention are long term goals and will look closely to identify variables that contribute to a decrease in majors.

33 PSY Program Goal # 2 Review and Implement Recommendations from the PSY Program External Review 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 3, 4, 5; QEP - 2, 4 2. Evaluation Procedure(s): Chair and student evaluations; Number of PSY majors per year; Retention and graduation rates of majors; Long-term retention of faculty. 3. Actual Results of Evaluation: Several courses were revised, PSY 102 was revised and renamed Psychological Tools, an online lab component was added to PSY 101 in order to better organize and track the General Psychology Research Participation Pool, student recruitment material were revised, the Program adopted and now follow APA goals, syllabi were revised to look uniform and include course goals (based on program goals), learning objectives, specific objectives, and an uniform student conduct policy. 4. Use of Evaluation Results: Results will be used to modify the curriculum and PSY program in the future.

PSY Program Goal # 3 Attend the Southeastern Conference on the Teaching of Psychology as a Group (Faculty Development) 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 3, 4, 5; QEP - 2 2. Evaluation Procedure(s): Chair and student evaluations; Number of PSY majors per year; Retention and graduation rates of majors 3. Actual Results of Evaluation: Attending SETOP in Atlanta a second time continued to ease the transition for new faculty. As a result of attending the conference, the PSY faculty moved closer to becoming more experienced and effective teachers. New teaching techniques to engage students were learned, shared, and implemented. Collegiality was fostered among PSY faculty. Actually, in Spring 2008, the psychology faculty hosted a symposium on engaging students using technology-based instruction and another symposium on using applied behavioral analysis in the class room. The faculty plan on hosting a third symposium next year at SETOP. 4. Use of Evaluation Results: Program faculty determined that the conference was very effective and increase collegiality. Thus, the faculty would like to attend the conference as a yearly retreat.

PSY Program Goal # 4 Develop and Host a Teaching Symposium at DSU’s ROMEA Conference as a Group (Faculty Research Development) 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 4, 5 2. Evaluation Procedure(s): Peer evaluation of the symposium. 3. Actual Results of Evaluation: The transition for new faculty was further facilitated by hosting a second symposium at ROMEA in the fall of 2007. New teaching techniques to engage students were learned, shared, and implemented. Collegiality was fostered ++++++++++++ 4. Use of Evaluation Results: The symposium was well attended (over 30 people) and was a success. The PSY faculty plan on hosting a third symposium in fall 2008.

34 PSY Goal # 5: Develop Professional Behavior Patterns in Psychology Majors 1. Institutional Goal which was supported by this goal: SP – 1, 2, 3; QEP – 1, 4 2. Evaluation Procedure(s): Faculty members will measure student attendance in each course and will develop and use an evaluation sheet of professional behaviors to be placed in each student’s advisement folder. Student progress will be discussed in faculty meetings during the year. 3. Actual Results of Evaluation: Data indicated a small increase in course attendance, professional behavior exhibited in class, punctuality, participation, responsibility, and initiative 4. Use of Evaluation Results: Faculty will consider the future use of program student evaluation to be used in writing student recommendation letters. Faculty will plan meetings with the Psi Chi and Psychology Club presidents and psychology majors to discuss the issue. Faculty members developed and hosted an orientation meeting in fall 2007 with all psychology majors to discuss program requirements and expectations. The orientation meeting will be hosted again in fall 2008.

Division/Department Goals for Coming Year

Counselor Education Program Goals (2008-2009)

CED Program Goal #1: Counselor Education faculty will conduct a feasibility study around developing a 48 hour master’s degree and a 72 hour EdS program in school counseling and transitioning the MEd program in community counseling into a Mental Health focus. 1. ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ 2. Expected Results: The program will prepare for compliance with the new CACREP standards. 3. Evaluation Procedure(s): Changes in course curriculum, teaching assignments, and student input. 4. Use of Evaluation Results: Changes within the program.

CED Program Goal #2: Partnerships will be developed with community entities to transition the counseling lab into a fee-for-service based program. 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 3, 4, 5 2. Expected Results: Increased funding source for the division. 3. Evaluation Procedure(s): Consultation with programs in other areas of the country and training of the lab director to oversee this transition. 4. Use of Evaluation Results: Restructuring and sustainability of the transition.

CED Program Goal#3: Train and support newly hired school counseling faculty, John Hawkins.

35 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 3, 4, 5 2. Expected Results: Mr. Hawkins will complete his dissertation and be fully integrated as a faculty member within the program. 3. Evaluation Procedure(s): Course evaluations, weekly meetings with program coordinator and self evaluations. 4. Use of Evaluation Results: To continue to develop and strengthen the program faculty.

Psychology Program Goals (2008-2009)

PSY Program Goal # 1: Continue to develop the psychology program (Mentor and train new faculty to become more effective teachers, researchers, and transition into the role of “faculty member;” mentor and train new faculty to academically advise students (online system, curriculum, degree requirements, graduate check list, and so on), mentor and train faculty to understand DSU & Division policy and procedures (travel approval requests, IRB proposals, research grant proposals, and so on); help new faculty develop research programs and labs; encourage new faculty to participate in faculty-mentored undergraduate research with PSY students; encourage and help faculty become active in student activities (Psi Chi and Psychology Club); and foster collegiality among faculty). 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 3, 4, 5; QEP – 1, 4 2. Expected Results: With 4 out of 5 faculty positions being new, growing pains are anticipated. New faculty teaching evaluations should gradually increase as they gain more experience. New faculty scholarly work production should increase gradually (next 2 or 3 years). 3. Evaluation Procedure(s): Chair and student evaluations; Number of PSY majors per year; Retention and graduation rates of majors; Long-term retention of faculty, faculty and student research productivity.+ 4. Use of Evaluation Results: The results will be used to help shape a rebuilding program in the future.

PSY Program Goal # 2 Continue to implement recommendations from the PSY Program External Review. 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 3, 4, 5 2. Expected Results: The PSY program and curriculum will become stronger and more organized. 3. Evaluation Procedure(s): Chair and student evaluations; Number of PSY majors per year; Retention and graduation rates of majors; Long-term retention of faculty. 4. Use of Evaluation Results: Results will be used to modify the curriculum and PSY program in the future.

PSY Program Goal # 3 Continue to Attend and host a symposium at the Southeastern Conference on the Teaching of Psychology as a Group (Faculty Development). 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 3, 4, 5

36 2. Expected Results: Psychology faculty will continue to gain experience and develop professionally. The psychology faculty will become more effective teachers. New teaching techniques to engage students will be learned, shared, and implemented. Collegiality will be fostered among psychology faculty. 3. Evaluation Procedure(s): Faculty will evaluate the symposium. A report will be sent to the Provosts office as a follow-up to the requested funds from the Kent and Janice Wyatt faculty development funds Faculty will also improve in their teaching as measured by the course evaluations over the course of the academic year. 4. Use of Evaluation Results: Results will be used to consider attending a similar conference as a group again.

PSY Program Goal # 4 Continue to Develop and host a teaching symposium at DSU’s ROMEA Conference as a group (Faculty Research Development). 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 4, 5; QEP - 1 2. Expected Results: Psychology faculty will continue to gain experience and develop professionally. The psychology faculty will become more effective teachers. New teaching techniques to engage students will be learned, shared, and implemented. Collegiality will be fostered among psychology faculty. Collaboration and research productivity will be facilitated. 3. Evaluation Procedure(s): Faculty will evaluate the symposium. Faculty will also improve in their teaching as measured by the course evaluations over the course of the academic year. 4. Use of Evaluation Results: Results will be used to consider developing a symposium in the future.

PSY Goal # 5: Develop Professional Behavior Patterns in Psychology Majors. 1. Institutional Goal which was supported by this goal: SP – 1, 2, 3; QEP – 1, 4 2. Expected Results: Increase in course attendance, professional behavior exhibited in class, punctuality, participation, responsibility, and initiative. 3. Evaluation Procedure(s): Faculty members will measure student attendance in each course and will develop and use an evaluation sheet of professional behaviors to be placed in each student’s advisement folder. Student progress will be discussed in faculty meetings during the year. 4. Use of Evaluation Results: Faculty will consider the future use of program student evaluation to be used in writing student recommendation letters. Faculty will plan meetings with the Psi Chi and Psychology Club presidents and psychology majors to discuss the issue. Faculty will continue to host an orientation meeting for psychology majors in beginning of every fall semester.

PSY Goal # 6: Encourage Faculty to Ensure Quality Course Content and Rigor in Intersession Courses. 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 4, 5 2. Expected Results: Intersession courses will be more consistent in regards to thorough course content and rigor.

37 3. Evaluation Procedure(s): Faculty will develop an assessment to ensure a consistent standard of rigor and course content between courses as a method of quality control. Faculty will develop an evaluation form as a group/curriculum committee. There will be an in depth blind review and assessment process. All intersession course and proposed intersession courses will be subjected to the assessment. 4. Use of Evaluation Results: Results will be used to consider if faculty will be able to teach particular courses as intersession courses. Results will encourage faculty to critically examine their content and delivery for intersession courses and revise such content and delivery as the curriculum committee sees fit.

PSY Goal # 7: Encourage Faculty to Increase the Number of Online/Hybrid Course Offerings. 1. Institutional Goal(s) supported by this goal: SP – 1, 2, 4, 5; QEP - 2 2. Expected Results: Psychology faculty will start to develop more online/hybrid courses offerings. With more online/hybrid course offerings, it will be more convenient for nontraditional students and distance students to take psychology courses. 3. Evaluation Procedure(s): Student evaluations; Number of psychology majors per year; Retention and graduation rates of majors 4. Use of Evaluation Results: Results will be used to consider offering more hybrid/online courses.

Data and Information for Department: The mission of the Division of Counselor Education and Psychology is to provide professional education in the areas of Counselor Education and Psychology to prepare students to work within human services settings and prepare for graduate training.

The Division of Counselor Education and Psychology provides leadership in two areas of human services in the Mississippi Delta: Counselor Education and Psychology. The Counselor Education graduate program emphasizes all aspects of the developing counselor within school and community settings. The curriculum is developed under the accreditation guidelines established by The Council for Accreditation of Counseling and Related Educational Programs (CACREP) and focuses on developing an ethical and professional knowledge base and skill competency. Two practicum and two internship experiences provide a diversity of client/counselor encounters that inculcate content into practice. Program graduates are highly recruited by employers for work in and outside of the Delta.

The Psychology undergraduate program consists of committed, knowledgeable, and engaging faculty who represent a diverse selection of the subfields of psychology. Through course work and one-on-one research opportunities with faculty, students have the opportunity to develop the skills and competence in psychology needed for graduate school or employment in human service settings. Students develop expertise in the research process and experience working with diverse populations.

38 The following tables represent data for the Division of Counselor Education and Psychology regarding Grants, Contracts, Partnerships and Other Accomplishments, Economic Development, Diversity Compliance Initiatives and Progress and comparison of enrollment by major (IV.A), division graduates by major (IV.B), and credit hour production by discipline (IV.C).

Grants, Contracts, Partnerships and Other Accomplishments: In September, 2007 the Counselor Education program entered into a partnership with Behavioral Services, LLC, a Head Start research agency to provide for multiple paid internship sites and experiences for our counseling students. To date, one intern has successfully completed this internship and rated her internship experience as exceptional. The program has expanded this partnership and in Spring 2008 offered internship experiences for an additional two students. The company will also contract with the Counseling Lab to provide EAP services for some of its constituents starting in Fall 2008. We anticipate that this will stimulate counseling services for other segments within the Delta region. This year the Counselor Education program has also partnered with Mississippi Licensed Professional Counselor Association (MLPCA) to host Clinical Supervision Trainings for LPCs in the state.

Noteworthy activities and accomplishments:

The Division of Counselor Education and Psychology has undergone some significant transitions regarding personnel but during these changes has continued to make significant progress in strengthening existing pedagogy and developing resourceful approaches to teaching, research and scholarship, and service. Division faculty and staff are professionally active and dedicated to serving students and colleagues. The following presents highlights of division accomplishments for the academic year 2007-2008:

Counselor Education:  4/07 – Dr. Buckley assumes leadership of the division after serving as interim dean of the COE.  5/07 – 3/08 – Prolific scholarship occurs within that program and Drs. Sheperis, Simpson, and Buckley account for 24 book chapters, journal articles and other publications.  7/07 – 5/08 – Ms. Jackson initiates her first year of teaching as an instructor with positive feedback from students. She is ABD and will complete her dissertation by 5/09.  8/07 – Dr. Sheperis secures a contract with Behavioral Services, LLC to provide internship site experiences for Counselor Education students. Throughout the year this service expands to take in more students and strengthen the training functioning of the program.  8/07 – Dr. Buckley presents on group work with Alzheimer’s patients at the State Alzheimer’s Association in Philadelphia MS.  9/07 – Dr. Sheperis Chairs the ROMEA conference committee and she, Dr. Simpson, and several psychology faculty present at the ROMEA conference.

39  9/07 and 5/08: The Counselor Education Program hosts the Mississippi Licensed Professional Counselor’s Association in offering supervision training for Licensed Professional Counselors throughout the state in order to meet the needs of the change in Rules and Regulations of the LPC Board that starting July 1, 2008, all LPCs who supervise will be required to be trained and certified in clinical supervision. This Partnership with MLPCA is unprecedented and continues to strengthen the reputation of DSU’s counselor education program throughout the state.  11/07 – Dr. Sheperis is elected as the new President of MLPCA.  11/07 – DSU students and alumni make a record showing at Mississippi Counselor Association conference in Philadelphia, MS. Multiple student/faculty co-presentations occur.  12/07 – Under the direction of Dr. Buckley, the counseling lab is refitted with modern recording equipment and refurbished with new furniture and furnishings (established by committee of Drs. Simpson and Sheperis, and Ms. Jackson and Ms. Willis). The concept, planning, contracting and construction of the lab is conducted and financed through an unfilled line within the division budget.  3/08 – Drs. Buckley, Sheperis, and Simpson present at American Counseling Association in Honolulu, HI on crisis response to the Hurricane Katrina disaster and the “Nurturing the Nurturers” program established in the state.  4/08 – the 27th Annual F.E. Woodall Spring Conference for the Helping Professionals is held with a strong keynote address (Dr. Robyn Williams of Walden University) and with record attendance.  4/08 – Dr. Simpson heads the Chi Sigma Iota initiation and awards recognition dinner for the program with record attendance.  1/08 – 5/08 – The Counselor Education faculty engage in a search for a new faculty member and the search culminates in the hire of a new faculty member with an emphasis in School Counseling, John Hawkins, who will start summer, 2008.  5/08 – A search ensues and a new division secretary; Undra Williams is hired.

Psychology:  Psychology program is still undergoing an unprecedented transition (4 new faculty members out of 5).  All new psychology hires were trained in use Blackboard and are now using Blackboard for all of their courses.  All psychology courses are now web-assisted, hybrid, or online.  Curriculum Committee created an online lab component for PSY 101 to better organize and track the student research participation.  Psychology faculty developed, organized, and conducted a psychology major orientation in the beginning of fall 2007.  Program faculty continue to develop and maintain collaborative undergraduate research experiences with students, faculty and student and faculty presentations at state and regional conferences receiving awards for student work.  The psychology undergraduate research travel fund was continued to fund student travel to regional and national conferences through the royalties generated from the sales of the Psychology Program’s custom General Psychology textbook.

40  Faculty continue to develop and teach selected coursework in an online and web-based format.  All psychology faculty hosted a Student Engagement symposium at ROMEA and presented original research.  All psychology faculty attended the Southeastern Conference on the Teaching of Psychology in Atlanta, hosted two symposia (Using Technology to Engage Students and Applied Behavioral Analysis in the Classroom), and presented original research.  Several Psychology faculty volunteered and graded Writing Proficiency Exams.  Psi Chi and the Psychology Club also continue to be viable and important component of program efforts to develop students.  Fall, 2006 – Spring, 2007: Faculty / Student Research (program faculty involved 35 students in research projects that resulted in 20 student presentations including Dr. Jones’ students winning first place for best research paper at the Mississippi Academy of Sciences and Dr. Hutchens’ students winning first place for best undergraduate paper at the DSU Research and Scholarship Showcase; this research activity continues to stimulate a disposition toward research within these students).  Fall, 2007 – Spring, 2008: Multiple service projects and fundraisers for Psi Chi and Psychology Club (these included a bake sale and raffle, garage sales, and T-shirt sale among others).  Fall 2007: Student Engagement Symposium at ROMEA (hosted by all psychology faculty, organized by Dr. Scott Hutchens)  November, 2007: Psi Chi Induction ceremony (4 new student members inducted).  February, 2008: Psychology Retreat (All psychology attended and hosted symposia at the Southeastern Conference on the Teaching of Psychology in Atlanta, retreat organized by Dr. Scott Hutchens).  March, 2008: Southeastern Psychological Association Conference. (Psi Chi sponsored 2 students to attend the conference held in Charlotte, NC, organized by Dr. Scott Hutchens).  April, 2008: Psi Chi Induction ceremony (8 new student members inducted).  Ms. Culver presented original research at the MSERA conference.  Ms. Culver published a research paper with her dissertation chair in the journal "Teaching Professor."  Dr. Drury presented original research at the Southeastern Psychological Association (Charlotte, NC).  Dr. Drury presented in a symposium on Teaching Research Methods with faculty at Kennesaw State University at the Southeastern Conference on the Teaching of Psychology in Atlanta.  Dr. Drury served on the SEC committee.  Dr. Drury took over the role of SEC Chair on March 4th.  Dr. Drury coordinated, organized and hosted 2 lunches for SEC April 30 & QEP May 5; SEC/Student Engagement Committee lunch was year-end wrap-up for feedback and celebration of effort to acclimate and strengthen first-year faculty to university. Attendance was excellent year-round and feedback was positive and helpful. QEP/Quality Enhancement Plan lunch launched effort to compile SACS accreditation component related to student engagement, a formal charge of DSU as required by SACS. There is a major report due 11/09, for which the 15-person committee is responsible.

41  Dr. Forquer had three first-author papers accepted for publication (Journal of American College Health, Sleep and Hypnosis, and Delta Education Journal).  Dr. Forquer presented a poster at the Southeastern Conference on the Teaching of Psychology in Atlanta.  Dr. Forquer presented an original research poster at the DSU Research and Scholarship Showcase.  Dr. Forquer served on the ROMEA committee.  Dr. Forquer was interviewed by Delta Statement, Central Michigan University Public Radio, and CM Life (Central Michigan University Student Newspaper) regarding her research and how to help students sleep better.  Dr. Hutchens had a first-author paper invited to be included in Volume II of the Sound Instruction book series called “Assessment and Consultation.”  Dr. Hutchens presented original research at the Southeastern Psychological Association (Charlotte, NC).  Dr. Hutchens presented 2 original research papers at the DSU Research and Scholarship Showcase.  Dr. Hutchens’ undergraduates presented 2 original research papers at the Southeastern Psychological Association (Charlotte, NC)  Dr. Hutchens’ undergraduates presented 5 original research papers at the Mid-South Psychology Conference (Memphis).  Dr. Hutchens’ undergraduates presented 5 original research papers at the DSU Research and Scholarship Symposium (placed 1st for Best Undergraduate Research Paper).  Dr. Hutchens continued as the Editor for the Delta Education Journal. The journal has begun to receive submissions from professionals within other institutions in the state.  Dr. Hutchens served on the DSU Provost and Vice President of Academic Affairs Search Committee.  Dr. Hutchens served on the DSU General Education Committee.  Dr. Hutchens served on the DSU Research Committee.  Dr. Hutchens maintained and updated the Program website using Site Builder Toolkit.  Dr. Hutchens served as the Keynote Speaker at the 81st Fall DSU Commencement (Recognition for receiving the 2007 Kossman Outstanding Teacher Award, the highest recognition for a faculty member at Delta State University).  Dr. Jones had a first-author paper accepted for publication in the Delta Education Journal.  Dr. Jones’ undergraduates presented 3 original research papers at the MS Academy of Sciences (placed 1st for Best Research).  Dr. Jones’ undergraduates presented 3 original research papers at The DSU Research and Scholarship Showcase.  Dr. Jones served as a SACS consultant for MDCC.  Dr. Shuttlesworth presented a poster at the Southeastern Conference on the Teaching of Psychology in Atlanta.  Dr. Shuttlesworth served on the University Budget committee.

Summary of Division Scholarly and Professional Service Activities for 2007-2008

42 *Counselor Activity *Psychology Total Education Total faculty presentations at professional conferences 29 26 55 Total faculty presentations in workshops or other public 6 13 19 forums Total faculty submissions for publications (articles, text 31 10 41 chapters, books) Submissions accepted for publication 24 7 31 Total editorial board positions held 4 1 5 Total number of professional organization memberships 30 19 49 Total number of dissertation committees (members) 6 4 10 Total faculty-mentored student professional paper 11 20 31 presentations Total number of invited text reviews 1 0 1 Total number of professional appointed/elected board 4 3 7 positions held Total number of professional conferences attended 15 5 20 *Counselor Education: (4 faculty) / Psychology: (5 faculty)

Economic Development:

The Division of Counselor Education and Psychology is involved in economic development as it prepares students for careers in the helping professions and further graduate training. Currently, informal partnerships exist between Region I, Region V, and Region VI Community Mental Health Centers and our graduate program to offer advanced training for bachelor’s level mental health workers within these agencies. As of this year, the majority of employed professionals within these Mental Health Centers are DSU Counselor Education program graduates. Anecdotal reports indicate that agency administration boast of the program being high quality. Master’s level clinicians have substantial salary increases and with licensure, which is typically obtained by our graduates 2 years beyond their degree (LPC – Licensed Professional Counselor), are able to remain competitive with other mental health professionals in the state. Assessments of employers of program graduates indicate that employers are extremely favorable toward the quality of graduates from this program.

School and Community Counselor Education interns provide an invaluable contribution though their service in numerous K-12 schools (as school counseling interns) and mental health agencies (as community counseling interns) as counselors as they practice

43 skills and procedures learned during their formal training. Often, interns are hired into positions right out of their internship experiences. This service has a direct economic impact on the region because of the labor (largely at no cost) provided to school and agency recipients and for the value added to these institutions from well-trained employees.

The doctoral track in Counselor Education has been operational for the past three years and currently we have (7) students at various stages of study. We anticipate having graduates from the program within a year and will track their progress. They are trained as counselor educators and clinical supervisors within community, K-12 and higher education settings.

Both the Counselor Education and Psychology programs greatly enhance the literacy and communication skills of students in the written and spoken forms of communication. Critical thinking through rigorous research practices is also a skill and disposition students possess when exiting our programs. This is particularly true with graduates from the Psychology program. They are very well-trained for graduate work.

Diversity Compliance Initiatives and Progress:

Both the Counselor Education and Psychology programs continue to infuse diversity and a multicultural orientation within its students throughout the curriculum. Students have rich experiences in practicum, internship and service coursework to incorporate principles learned within didactic portions of their programs. The division has been intentional about developing diversity within the faculty and has worked on developing strong faculty from within. Ms. Kashanta Jackson is currently ABD in her doctoral program and has spent her first year as an instructor within the program. Her teaching evaluations have been strong and positive from students and the division chair continues to work closely with her as the Psychology program coordinator works closely with new faculty to ensure that they continue to develop and build an identity as a faculty. CACREP standards dictate that the Counselor Education Program continues to adequately and comprehensively address diversity issues throughout the curriculum.

Committees Reporting to the Unit:

There are a few standing committees that regularly report to the division chair and are accountable to academic programs. These committees include, the Counselor Education and Psychology Curriculum Committees which review curricula, render decisions regarding course content and pedagogy, and submit course changes for program, division chair, CEAC and Academic Council review and ratification. The Counselor Education Retention Committee is convened in cases where students may not be progressing in an

44 acceptable manner or demonstrate that dispositions are not in harmony with the values of the counseling profession. The Spring Conference Planning Committee is convened each year for the purpose of planning and executing the spring conference and meets in conjunction with faculty meetings which are held at least twice monthly. Chi Sigma Iota and Psi Chi , both student honor societies and led by respective program faculty, each have committees that oversee their work. All committees save the student honor committees minutes of their meetings which can be found in the division office and are housed electronically within the secretary’s and program coordinators’ computers.

IV.A Comparison of Enrollment by Major 2005 2006 2007 2008 Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring CED 120 0 120 120 78 125 101 60 101 100 PSY 76 0 76 76 28 97 83 30 105 73 Total 196 0 196 196 106 222 184 90 206 173

II.B Division Graduates by Major 2005/06 2006/07 2007/08 Fall Spring Fall Spring Fall Spring CED 9 17 13 7 15 10 PSY 9 9 14 12 14 9 Total 18 26 27 19 29 19

II.C Credit Hour Production by Discipline Spring 2007 Summer 2007 Fall 2007 Spring 2008 Discipline Undergrad Graduate Undergrad Graduate Undergrad Graduate Undergrad Graduate CED 156 567 72 177 9 375 153 576 PSY 1422 0 264 1407 570 3 1412 9 EPY 246 138 72 204 153 150 234 102 Total 1824 705 408 1788 732 528 1799 687

45 2006 2007 Spring Summer Fall Spring Summer Fall CED 120 78 125 101 60 101 PSY 76 28 97 83 30 105 Total 196 106 222 184 90 206

II.B Division Graduates by Major 2006/07 2007/08 Fall Spring Fall Spring CED 17 13 7 15 PSY 9 14 12 14 Total 26 27 19 29

II.C Credit Hour Production by Discipline Spring 2007 Summer 2007 Fall 2007 Discipline Undergrad Graduate Undergrad Graduate Undergrad Graduate CED 156 567 72 375 177 570 PSY 1422 0 264 3 1407 9 EPY 246 138 72 150 204 153 Total 1824 705 408 528 1788 732

V. Personnel: Current full-time division faculty: Dr. Matthew R. Buckley, Counselor Education Ms. Tiffany Culver, Psychology (instructor) Dr. Scott Drury, Psychology Dr. LeAnne Forquer, Psychology Mr. John Hawkins, Counselor Education (instructor) Dr. Scott Hutchens, Psychology

46 Ms. Kashanta Jackson, Counselor Education (instructor) Dr. Duane Shuttlesworth, Psychology Dr. Donna Sheperis, Counselor Education Dr. Laura Simpson, Counselor Education

Ms. Undra Williams, Senior Secretary (started June, 2008) Ms. Jessica Willis, MEd., Counseling Lab Director (started August, 2007)

Awards and Recognitions:

Dr. Scott Hutchens, Spring 2006 Kossman Outstanding Faculty Member award; speaks at winter, 2007 commencement. Dr. Laura Simpson. Mississippi Counseling Association Outstanding Research Award recipient; the Mississippi Licensed Professional Counselor Association Outstanding Research Award and the Delta State University College of Education Outstanding Faculty Award for 2008.

New position(s) requested, with justification:

No new positions are requested for year 08-09, but the following positions have been filled in the Counselor Education program:

Ms. Kashanta Jackson from Delta State University to replace Dr. Scott Rasmus (position #173). Mr. John Hawkins from Mississippi State University, Starkville, Mississippi, to replace the former Shelly Sheperis (position #1019).

The following staff positions were filled:

Ms. Jessica Willis from Delta State University to replace Ms. Kashanta Jackson as Counseling Lab Director (position #783). Ms. Undra Williams from Rosedale, MS to replace Ms. Sharon Hospodor as Senior Secretary (position #181).

Recommended change of status:

IV. Curriculum, Degree, Program, or Unit Additions/Deletions/Changes:

47 Changes made in the past year: August, 2007 – May, 2008. Faculty in both Counselor Education and Psychology programs continue to review and refine course curriculum. Psychology program and curriculum changes continue to occur as a result of the external review conducted on the Psychology program and with the assimilation of four new faculty members. These changes continue to evolve and, under the capable leadership of Dr. Scott Hutchens as program coordinator, will continue to maintain high standards of teaching and research for the program. The Counselor Education program will continue to review the program within the frame of the new CACREP standards and will continue to plan for changes accordingly. The program will be in its accreditation mid-cycle in 2008 and look at the feasibility of shifting the school counseling program to a 48 hour master’s degree and developing a 72 hour specialist degree and changing the community counseling program to a mental health counseling focus.

48 DELTA STATE UNIVERSITY Unit Strategic Plan and Annual Report -- Academic Year 2007-08

___x____Academic Unit ______Administrative/Support Unit

I. Unit Title: Division of Family & Consumer Sciences

School/College or University Division: College of Education

Unit Administrator: Dr. Janice B. Haynes

II. Educational Program Learning Outcome Assessment Plan (Academics) Learner Outcomes identified for the major.

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1. List any specific recommendations. Family & Consumer Sciences will you use to determine achievement of the 2. Describe changes in curriculum, Concentration: Child Development learning outcome? 2. Describe how the courses, or procedures that are proposed major know, value, or be able to do at data from these tools and/or methods will or were made/ are being made as a result graduation and beyond? be/have been collected. of the program learning outcome 3. Explain the procedure to analyze the assessment process. data. Identify and assess the stages of Lab evaluations: Using an Lab evaluation forms were human development from evaluation form, students are modified to allow consistency conception through evaluated by child development in evaluation procedures adolescence; in areas of teachers on their ability to throughout the student’s course physical/motor, social, and recognize and apply of study. These forms, filed in emotional growth. developmentally appropriate the student's personal folder in practices when working with the Division office, are used to children of various ages determine improvement GE 1, GE 4, GE 5 (Appendix 1). Evaluations are throughout the course of study. reviewed by faculty to determine This model has been effective areas for improvement. for three years.

49 Students are now also evaluated at midterm, so that they are informed before the semester’s end, of any difficulties they may be having.

Objective examinations: Instructional materials are Students are given exams to reviewed annually; this year, determine their content Results of examinations over the the curriculum committee knowledge concerning the stages past three years demonstrate that chose to change a textbook. of human development. These at least 90% of the students are This was changed due to the exams determine the students’ meeting desired content difficulty students were having basic knowledge of child knowledge thresholds. in understanding the content. development. If they do not have This change of book is to at least 70% knowledge of the improve the students’ content material they will not be able to knowledge. effectively apply the knowledge with children. The students are required to repeat the course until content and application portions of the course are mastered.

Plan and implement activities Lab evaluations: According to lab evaluations, Additional opportunities were and administer programs for Using a Likert-type evaluation students needed more classroom created for participation an children that incorporate early form, students are evaluated by instruction on the development of activities and programs with childhood principles and are child development teachers on age appropriate activities. young children and for based on developmental needs their ability to recognize and Lab evaluation findings further implementation of activities and characteristics of children. apply developmentally indicated that students were not and programs for young appropriate practices when getting enough opportunities to children. working with children of various participate in and/or implement Students designed and GE 1, GE 4, GE 5, GE 8 ages (Appendix 1). Evaluations activities and programs for implemented developmentally are reviewed by faculty to children that they had developed appropriate activities for determine areas for in the classroom. children of various age groups.

50 improvement; This model has Students also went to the Delta been successful for several years. State University Library and read books with infants and toddlers in association with the "Born To Read" program. Opportunities were created for students to visit local kindergarten classrooms and share activities on particular topics.

Development and Results of faculty evaluations A newer textbook edition was implementation of indicated that 70% of the child adopted by the Child developmentally appropriate development students were able to Development faculty to projects and activities: develop their activities without improve instructional quality In order to demonstrate that child instructor assistance; 20% of the on developmentally appropriate development students understand students required activity review activities. and can apply developmentally by the instructor one or two times Additional class time is now appropriate practices to the before it was satisfactory; 10% dedicated to the instruction of projects and activities that they required three or more instructor creating developmentally create and use with young reviews before their appropriate activities. children, students' activities are projects/activities were reviewed by child development satisfactory. teachers and peers to determine the level of appropriateness of activities. Child development faculty also indicate the amount of assistance required by the students in the development of such activities and lesson plans. Students must revise their plans until they receive at least a satisfactory instructor evaluation

51 before the activity is implemented with children.

Internship Evaluations: 98% of the students in the past Faculty determined several During their capstone internship three years have achieved at least years ago that students cannot experience, students spend 200- an acceptable rating in their successfully take over 12 400 hours in an early childhood internship experience. Students semester hours, including the classroom setting. The students who failed to meet expectations internship hours, during their observe, interact, teach, and were required to repeat until internship semester. perform all other requirements acceptable performance was expected of a teacher. The achieved. student is evaluated by the supervising teacher at midterm Based on findings over time from Student interns are now and end of the term. The the internship evaluations, the required to meet as a group supervising teacher completes a following recommendations were four times with the internship Likert-type evaluation form made and changes implemented academic supervisor to receive when the student teaches a unit accordingly: detailed instructions regarding of instruction. An Internship 1. Reduce amount of academic internship requirements. Evaluation form is utilized to load in the term. evaluate the student's 2. In the area of dependability, Before reporting to the performance (Appendix 2). students need to understand the internship site, interns must The internship academic importance of their consistency in meet once individually with the supervisor collects the working with children and academic supervisor to discuss evaluations from the supervising employers. specific requirements and to teachers. These forms are filed 3. Students need to work with less address questions. Internship in the office of the internship supervision during their internship rubric and evaluations were supervisor for future reference. experiences. modified to help students At midterm the evaluations are understand prior to evaluations used to give feedback to the what the expectations were. student in areas that need improvement. The internship A packet of expectations the supervisor meets with the student must meet has been individual students to review developed for the supervising

52 their progress. At the end of the teacher. The supervising term the internship supervisor teacher is encouraged to allow assigns a grade according to the the student to work performance of the student. independently. Meetings are held by the internship academic Students are given copies of the supervisor and the supervising evaluations and meet teacher when an adequate level individually with the internship of independence is not being supervisor. Recommendations allowed. for improvement are made to help improve students' ability to work with children.

Learning Outcome Data Collection and Results of Evaluation Use of Evaluation What should a graduate in this major What were the findings of the analysis? know, value, or be able to do at Analysis List any specific recommendations. Results graduation and beyond? What assessment tools and/or methods What changes in curriculum, courses, will you use to determine achievement or procedures were made as a result Major: Family & Consumer of the learning outcome? Describe how of the program learning outcome Sciences the data from these tools and/or assessment process? Concentration: Fashion methods will be collected. Explain the Merchandising procedure to analyze the data. Identify responsibilities and Internship Evaluation; Internship Over the past ten years, 100% of One research project was added demonstrate skills necessary for Manual; Research papers. student interns have been rated to enhance knowledge base for a variety of positions in the Using specific competencies that above average or higher on their research papers. fashion industry. have been suggested by our evaluation forms by employment Division’s Advisory Council supervisors. 100% of these GE 1, GE 2, GE 4, GE 5 over the years, the employment students were also rated supervisors rate each student satisfactory or higher on their intern using a 4-point Likert-type internship manuals by academic scale and provide feedback advisor and employment comments. (Fashion supervisors. Based on an Merchandising Internship evaluation rating sheet, 80% of Evaluation Form in Appendix 3). students earned a satisfactory or

53 An objective evaluation form is higher rating from instructor on used by the instructor and the career research papers. employment supervisor to evaluate internship manuals; An objective rating sheet is used by the instructor to objectively evaluate research papers. Evaluate and select merchandise Design and wardrobe analysis 85% of students produced Wardrobe analysis project was based on individual and family portfolio; Class projects. portfolios and projects that were amended to incorporate revised values and lifestyles. An objective evaluation form is rated satisfactory or higher by the software. used to evaluate portfolios and instructor. GE 1, GE 4, GE 6, GE 10 projects.

Identify theories of change Trend board development; Trend boards and projects required Current assessment methods which have impact on consumer portfolios; Style portfolio. all students to satisfactorily design are satisfactory. acceptance An objective evaluation form is or construct products that used to evaluate trend boards, incorporated their content GE 1, GE 4, GE 6, GE 7, GE 8 portfolios and projects. Some knowledge and research. trend boards are submitted to Dallas Fashion Career Day. Identify the roles of Internship evaluation; Internship Over the past ten years, 100% of Additional readings were manufacturers, retailers and manual; Research papers. student interns have been rated assigned to enhance knowledge consumers as related to the Using specific competencies that above average or higher on their base for research papers. apparel industry have been suggested by our evaluation forms by employment Division’s Advisory Council supervisors. 100% of students GE 1, GE 4, GE 6, GE 8 over the years, the employment were rated above average or supervisors rate each student higher on their internship manuals intern using a 4-point Likert-type by academic advisor and scale and provide feedback internship supervisor. comments (Appendix 3). An objective evaluation form is used by the instructor and the employment supervisor to

54 evaluate internship manuals. An objective evaluation form is used to evaluate papers. Design, prepare and present Design portfolio; Historic 75% of students earned at least a Students who earned less than a activities which incorporate costume portfolio; Style satisfactory or higher rating from satisfactory level on portfolios business and creative concepts. portfolio; Historic costume their instructor on class portfolios and projects received additional project; Trend board project; and projects; 90% of students instructions for increasing their GE 1, GE 2, GE 4, GE 6 Fashion show; Window display; earned a very satisfactory or knowledge and improving their Professional Development higher rating on class portfolios skills in areas of deficiency. Portfolio. and projects; 90% of students An objective evaluation form is earned a very satisfactory or used to evaluate portfolios and higher rating on their fashion projects by the instructor. show production and window Fashion show and Window display, as rated on an objective Display evaluations are also evaluation form by their instructor evaluated by all students enrolled and by their peers; 95% of in those classes using a Likert- students earned a very satisfactory type grading scale accompanied or higher rating on their by feedback comments. Professional Development Professional Development Portfolio. Portfolios are evaluated by three faculty members in the Division, using an objective evaluation form. Evaluate the impact of Lab notebook. 75% of students earned a Students who earned less than a fabrication, design and the An objective evaluation form is satisfactory or higher rating from satisfactory level on notebooks function of apparel and/or used to evaluate notebooks. instructor on lab notebooks. received additional instructions textile products on human for increasing their knowledge behavior and lifestyles. in areas of deficiency.

GE 1, GE 4, GE 7, GE 8

55 A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1. List any specific recommendations. Family & Consumer Sciences will you use to determine achievement of the 2. Describe changes in curriculum, Concentration: Nutrition/Dietetics learning outcome? 2. Describe how the courses, or procedures that are proposed major know, value, or be able to do at data from these tools and/or methods will or were made/ are being made as a result graduation and beyond? be/have been collected. of the program learning outcome 3. Explain the procedure to analyze the assessment process. data. Apply knowledge of nutrition Menus are developed and 100% of the students in Faculty are pleased with the needs of individuals and groups evaluated through the use of Supervised Practice rotations results of the 2007/08 from conception until old age. USDA food database. Individual received scores of “met” or evaluations. Based on results summaries are provided for each “exceeded entry-level of future evaluations, faculty GE 1, GE 4, GE 5 student. requirements”. may add or modify menu- Using specific competencies planning projects. developed by the American Dietetic Association, the facility preceptors (in each Supervised Practice location: FCS 477, FCS 478, and FCS 479) rate each student using a 5-point Likert- like scale and provide feedback comments.

Describe the processes of Students complete a minimum of 100% of the students in Faculty are pleased with the digestion, absorption, and 10 nutrition assessments and case Supervised Practice rotations results of the 2007/08 metabolism of nutrients in the studies during Supervised received scores of “met” or evaluations. Based on the body, particularly the Practices (FCS 477 and FCS “exceeded entry-level results of future evaluations, relationship of nutrition and 479), and formally present one of requirements”. the faculty may increase the exercise to weight control. these case studies to faculty, number or specific types of preceptors, and local nutrition assessments and case GE 1, GE 2, GE 4, GE 5 registered/licensed dietitians. studies required (specify the Using specific competencies number of cases with diabetes, developed by the American cardiovascular disease, Dietetic Association, the facility digestive disorders, inborn preceptors (in each Supervised errors of metabolism, etc.).

56 Practice location) rate each student and provide feedback comments.

Describe the various Class assignments include role- 100% of the students in Based on the results of the organizational frameworks used playing of employee disputes, Supervised Practice rotations 2007/08 evaluations, faculty in foodservice systems and be problem-solving steps, employee received scores of “met” or have determined that there may able to list advantages and scheduling and other foodservice “exceeded entry-level be a need for more “hands-on” disadvantages of each. management functions. Students requirements”. Feedback from projects within foodservice develop a professional portfolio facility preceptors indicated that organizations prior to the GE 1, GE 2, GE 4, GE 5 with written documentation of students would benefit from prior beginning of the Supervised these experiences as well as exposure to Practice. To that end, a accounts of their onsite commercial/institutional practicum is being developed experiences within the kitchens/bakeries prior to that will be integrated into FCS Supervised Practice in beginning the rotation. 460 Foodservice Management. Foodservice Management (FCS *Note: since that recommendation, This practicum will allow the 478). Portfolio contents are the division of FCS has opened the student to gain experiences and evaluated in concert with the Ada Swindle Mitchell Foods apply content knowledge in ADA competencies for the Laboratory and students have been both retail and institutional specific Supervised Practice utilizing that laboratory since the foodservice operations. A rotation. beginning of spring 2006. standardized third-party evaluation process will be developed (similar to that used in the Supervised Practice rotations). Assess nutritional status of Students complete a minimum of 100% of the students in Faculty are pleased with the individual patient’s/client’s 10 nutrition assessments and case Supervised Practice rotations results of the 2007/08 health status. studies during Supervised received scores of “met” or evaluations. Based on the Practices (FCS 477 and FCS “exceeded entry-level results of future evaluations, GE 1, GE 4, GE 5 479), and formally present one of requirements”. the faculty may increase the these case studies to faculty, number or specific types preceptors, and local (specify the number of cases registered/licensed dietitians. with diabetes, cardiovascular

57 Using specific competencies disease, digestive disorders, developed by the American inborn errors of metabolism, Dietetic Association, the facility etc.) of nutrition assessments preceptors (in each Supervised and case studies required. Practice location) rate each student and provide feedback comments.

Develop a business or operating Students complete Inlet Isles 100% of the students in Based on the results of the plan appropriate for a Case Study as well as a business Supervised Practice rotations 2007/08 evaluations, faculty commercial or institutional plan and budget for a mythical received scores of “met” or have determined that there may foodservice setting. business of their choosing. “exceeded entry-level be a need for more “hands-on” Students develop a professional requirements”. Feedback from projects within foodservice GE 1, GE 3, GE 4, GE 5, GE 6 portfolio with written facility preceptors indicated that organizations prior to the documentation of the business students would benefit from prior beginning of the Supervised plan, budget and other necessary exposure to Practice. A practicum is being elements. Additionally, content commercial/institutional developed that will be knowledge from this experience kitchens/bakeries prior to integrated into FCS 460 is evaluated as part of the beginning the rotation. Foodservice Management. students’ onsite experiences *Note: since that recommendation, This practicum will allow the within the Supervised Practice in the Division of FCS has opened student to gain experiences and Foodservice Management (FCS the Ada Swindle Mitchell Foods apply content knowledge in 478). Portfolio contents are Laboratory and students have been both retail and institutional evaluated in concert with the utilizing the laboratory since the foodservice operations. A ADA competencies for the beginning of spring 2006. standardized third-party specific Supervised Practice evaluation process will be rotation. developed (similar to that used in the Supervised Practice rotations). In addition, the division is utilizing the Foods Laboratory to allow students to provide catering for a number of functions on campus.

58 Describe the functions of major Students participate in laboratory Most of the students (9 out of 10 Based on the results of the food ingredients in food experiments, menu design for Supervised Practice rotations) 2007/08 evaluations, faculty systems; make rational menu catering, and produce catering received scores of “met” or has determined that there may and food choices, exhibiting an events for DSU and Cleveland “exceeded entry-level be a need for more “hands-on” understanding of cost per community events. Students requirements”. Feedback from projects within foodservice serving, labels, and food include these events in the facility preceptors indicated that organizations prior to the standards. professional portfolio, in which students would benefit from prior beginning of the Supervised written documentation of the exposure to Practice. Students are now GE 1, GE 2, GE 3, GE 4, GE 5 menu, budget and other commercial/institutional utilizing the Foods Laboratory necessary elements can be found. kitchens/bakeries prior to to provide catering for a Additionally, content knowledge beginning the SP rotation. number of functions on from this experience is evaluated *Note: since that recommendation, campus. A standardized third- as part of the students’ onsite the division of FCS has opened the party evaluation process will be experiences within the Ada Swindle Mitchell Foods developed (similar to that used Supervised Practice in Laboratory and students have been in the Supervised Practice Foodservice Management (FCS utilizing the laboratory since the rotations) so that the recipient 478). Portfolio contents are beginning of spring 2006. of the catered function can evaluated in concert with the provide objective and ADA competencies for the subjective (taste and specific Supervised Practice presentation) feedback. rotation. Perform basic principles of Students participate in laboratory All students become ServSafe Faculty are pleased with the preparing and serving food in experiences that include food Certified prior to entering results of the 2007/08 quantity; practice good preparation, sanitation and Supervised Practice FCS 478. The evaluations, in which 100% of sanitation in food preparation service. Many of these ServSafe program has become the students successfully and food safety. experiences are linked to catering industry standard in food safety completed the ServSafe events, which are documented in training and is accepted in almost program certification the first GE 1, GE 3, GE 4, GE 5, GE 6 the professional portfolio. all United States jurisdictions that time. Based on future results, Content knowledge from this require foodservice employee the faculty will determine experience is evaluated as part of certification. The ServSafe necessary changes in laboratory the students’ onsite experiences program provides accurate, up-to- experiences. within the Supervised Practice in date information for all levels of Foodservice Management (FCS students/employees on all aspects

59 478) and by the completion of of handling food, from receiving the ServSafe Certification. and storing to preparing and Portfolio contents are evaluated serving. in concert with the ADA competencies for the specific SP rotation.

III. Goals -- For the Current Year and for the Coming year A. Goal # 1 Increase strategies in upper-level classes to simulate career-related situations.

1. Institutional Goal which was supported by this goal: SP # 1; QEP # 1, 3, 4

2. Evaluation Procedure(s): How did you determine if this goal is met? An analysis was made of the upper-level FCS courses that utilize role playing techniques and mock interviews.

3. Actual Results of Evaluation: Explain if the evaluation is not complete Role-plays and mock interviews were used effectively in FCS 460 Management in Nutrition and Dietetics and FCS 350 Basic Skills in Dietetic Practice and in FCS 447 Professional Development for all FCS majors. All students reported in exit interviews and many indicated on class evaluations that these experiences were helpful in simulating reality-based situations. The internship manual, syllabi and requirements for child development majors were revised to reflect more real life simulations and more relevant internship experiences. The Child Development faculty modified the rubric for FCS 378 portfolios to align with guidelines set forth by the National Association for the Education of Young Children (NAEYC).

4. Use of Evaluation Results: How were the results used to improve programs, operation, or services? Indicate if this led to a new goal for the next year. Faculty will continue to use role-plays and other simulation exercises, such as mock interviews, in clinical and management courses and in FCS 447 Professional Development, which is required of all FCS majors.

60 B. Goal # 2 Add WebCT component to identified courses within all FCS concentrations to increase students’ computer literacy and to provide a practice forum for the Certification Exam for Registered Dietitians. WebCT is now Blackboard, and will be referred to as online components or Blackboard.

2. Evaluation Procedure(s): All courses within the Division that now utilize online components were tabulated. Usage of online components within programs was identified.

3. Actual Results of Evaluation: Blackboard was utilized in all Nutrition/Dietetics classes for the provision of power point programs, notes, study guides, quizzes and exams. The National Certification Exam for Registered Dietitians (RD) Practice Exam website was made available for nutrition/dietetics majors beginning in August 2005. During 07-08, the Website was increased to contain five new RD practice exams, in addition to the 18 timed practice exams already in place. These contain approximately 1300 sample review questions. Dr. Kathy Davis, Dietetics, developed FCS 345 General Nutrition as an online class for pre-nursing students and made it available during summer, fall and spring terms (2007 and 2008). Blackboard components were added to FCS 102 Principles of Food Preparation, FCS 151 Concepts of the Family System II, FCS 312 Meals for Modern Day Living, FCS 306 Experimental Foods, FCS 360 Quantity Food Procurement and Production, FCS 447 Professional Development, FCS 330 Infant Development, and FCS 314 Interior Environmental Design. Dr. Taylor’s classes were all converted to Blackboard enhanced hybrid format, forcing students to become more technology literate. Dr. Taylor also developed and teaches four online classes on a fairly regular basis. All Family & Consumer Sciences courses are now at least web-enhanced.

4. Use of Evaluation Results: Blackboard provided a communication venue with other classmates and a user-friendly online format to access materials and quizzes. Blackboard will continue to be utilized for power point programs, notes, study guides, quizzes and exams and to continually update the RD Practice Exam website. The RD practice quiz website was used for the completion of 167 practice exams. RD first-time exam scores were 14% higher for the period of July 1 to December 31 when compared to the previous calendar year, suggesting that the use of web-based practice may have contributed to the increase. Faculty will continue to utilize Blackboard for similar practice testing.

61 C. Goal # 3 Continue to enhance and update recruiting materials and the website, meet with DSU Admissions/Recruiting staff about Family & Consumer Sciences programs and maintain presence at recruitment fairs.

2. Evaluation Procedure(s): Compare enrollment data for the current academic year to enrollment data from the prior year. Evaluate regularly.

3. Actual Results of Evaluation: There were 200 Family & Consumer Sciences majors in fall 2007, compared to 189 Family & Consumer Sciences majors in fall 2007, which represents a 5.8% increase. There were 170 Family & Consumer Sciences majors in spring 2008, compared to 200 Family & Consumer Sciences majors in spring 2007, representing a 15% decline for the spring. This may be attributed to strictly enforced GPA restrictions.

A Faculty member is the Division webmaster. She continually updates information on the website, utilizing input from faculty members.

4. Use of Evaluation Results: Flyers and brochures developed for all three concentrations have been updated and reprinted as needed. The Division website continues to be enhanced and updated. This site provides information on programs to prospective students. Recruiting efforts need to continue. The strategies noted above will be continued. These results will be used in setting goals and improving recruitment efforts. Several of the FCS faculty members met with members of the recruiting staff to discuss collaboration and increasing exposure of the Division. The College of Education is developing a brochure for all programs in the College. The Dietetics students participated in two different recruitment events in Biloxi and Greenville. They also conducted Anthropometric Clinics at Bayou Academy and Indianola Academy, in addition to participating in numerous health fairs and wellness events. Dr. Tommy Taylor, in association with the Delta State University Foundation made visits to contributors to Delta State University to maintain university relations and encourage continued support. Dr. Tommy Taylor, in association with Delta State University alumni, traveled to Grenada to participate in meeting with alumni. Two faculty members taught GST classes to freshmen at DSU.

62 D. Goal # 4 The Division of Family & Consumer Sciences will have increased visibility because of its curricula and its impact on individuals, families, consumers, and the community.

SP # 1, 2, 5; QEP # 1, 4

2. Evaluation Procedure(s): Identify presentations made by students and faculty to community colleges, high schools, vocational/technical centers, and community groups, providing information about FCS programs and increasing the public awareness of FCS programs at DSU.

3. Actual Results of Evaluation: Service-Learning Courses within the Division included: FCS 330 Infant Development, FCS 377 Methods & Materials for Preschool Programs, FCS 378 Principles & Procedures for Preschool Programs, & FCS 476 Practicum in Child Development Administration. Numerous activities of DSU students in these classes increased the FCS exposure within the schools and community. Service Learning activities are further delineated under section V 3. One faculty member organized the third annual DSU A – Z Early Childhood Conference, and two faculty members presented at this conference. Several faculty members presented at the DSU ROMEA Conference and at the DSU Faculty Scholarship Symposium. The Dietetics students participated in approximately a dozen Health Fairs and Screenings throughout the Delta between May 2007 and March 2008. Dietetics students participated in two different recruitment events in Biloxi and Greenville. They also conducted Anthropometric Clinics at Bayou Academy and Indianola Academy, in addition to participating in numerous health fairs and wellness events. Other Dietetics outreach events included blood sugar screenings at Kroger and Indianola Sunflower grocery stores and the Cleveland Library. They held educational classes at the Indianola Sunflower store and the MS in Motion programs. Dr. Davis, Assistant Professor of Nutrition/Dietetics, was a volunteer Dietitian/Diabetes Educator for Tutwiler Family Medical Clinic and Glendora Clinics. The Fashion Merchandising students were highly visible at the Dallas Fashion Career Day and at the Mississippi Association of Family & Consumer Sciences. Talented fashion merchandising students entered designs at Dallas Fashion Career Day 2008 sponsored by Fashion Group International and Texas Natural Fiber Producers Association. Judging was April 11, 2008. 1. Twelve design entries were submitted by 6 students. 2. Three students submitted Trend Boards for the Texas Natural Fiber Trend Board Competition. 3. One student submitted a deconstructed/reconstructed denim jacket for the Denim Jacket Competition. Nearly 75% of the garments submitted were shown on the runway, nearly doubling the average acceptance rate. One student won third place in the Mohair Design Competition for her mohair coat.

63 Four fashion merchandising students submitted a total of 5 design entries to the Mississippi Association of Family & Consumer Sciences Annual Meeting Student Design Competition. Two were awarded first place awards, and three received second place awards. Dr. Jan Haynes, fashion merchandising professor, set up a display at the Annual Delta Council Meeting in the Bologna Performing Arts Center of student original design work featuring Cotton.

4. Use of Evaluation Results: Students and faculty will make a valuable contribution in marketing Family & Consumer Sciences programs. Successful initiatives will be identified and continued. The results will be used to continue to impact individuals and families in a positive way. More effort needs to be made to encourage roles of leadership among students and to involve other campus leaders in efforts to improve the quality of life for individuals and families.

E. Goal # 5 The Division of Family & Consumer Sciences will maintain a strong faculty. The faculty will have excellent communication skills and technological capabilities, facilitating productivity. Each faculty member will also have the necessary depth of professional knowledge in a specific area of specialization, and will exhibit above satisfactory performance in the areas of teaching, scholarship and service.

1. Institutional Goal which was supported by this goal: SP # 3; QEP # 4

2. Evaluation Procedure(s): Annual faculty activity records will provide an assessment of the prior year’s goal achievement. They will indicate credentials acquired, faculty development participation, successful activities in the classroom, and productivity in the areas of scholarly activities and service.

3. Actual Results of Evaluation: The faculty attended a number of professional meetings at the district, state and national levels. All tenured and tenure-track faculty members made refereed presentations at national meetings. They also attended a large number of faculty development workshops or trainings on various topics. Each semester students complete an evaluation of all classes in Family & Consumer Sciences. These assessments are used in faculty evaluations to establish goals when needed. Most student evaluations were very good. Several faculty members submitted grant proposals. The faculty provided service to the university and to the public through presentations to a variety of groups on various topics. One faculty member is a licensed Marriage and Family Therapist. He provided consultations to the public. The two Registered Dietitians also provided consultations to various

64 individuals, groups and agencies on food and nutrition topics, including blood sugar screenings and classes at the Indianola Sunflower store and the MS in Motion programs. The Child Development faculty member served on many community committees. The Fashion Merchandising faculty member provided service to the Bologna Performing Arts Center by directing students in costuming for the Broadway production. The faculty member in the Food Science area made numerous presentations at university and community events. Dr. Kathy Davis, Assistant Professor of Nutrition/Dietetics was selected as the Outstanding Dietetics Educator of the year in Mississippi by the Mississippi Dietetic Association.

4. Use of Evaluation Results: Each faculty member benefits from the knowledge gained and skills acquired at each meeting or workshop attended. In turn, the Division and the University benefit from the faculty member’s knowledge and skills as demonstrated in the classroom and in various service activities around the state. The implementation of a performance-responsive reward structure encouraged the faculty to maintain a high level of productivity, and to document all activities.

F. Goal # 6 Use technology for the journaling process in practicum/internship/supervised practice experiences and for the completion of the senior level portfolio in FCS 447 Professional Development, required of all Family & Consumer Sciences majors.

1. Institutional Goal which was supported by this goal: SP # 3; QEP # 2, 3

2. Evaluation Procedure(s): The use of technology for the journaling process in practicum/internship/supervised practice experiences and for the completion of the senior level portfolio in FCS 447 Professional Development will be documented.

3. Actual Results of Evaluation: Child Development and Fashion Merchandising students record electronic journals on a daily/weekly basis throughout their internship experiences. Nutrition students in supervised practice also record journals electronically for each practice rotation. FCS students in Professional Development put their final portfolio work on a CD, making it easier to store and to communicate with potential employers. Students who participate in the fashion merchandising field study classes experiences are required to keep reflective journals.

65 4. Use of Evaluation Results: All Family & Consumer Sciences students will continue to write reflective journals of their supervised practice rotations. This benefits the communication process between the student, the faculty member and the preceptor or facility supervisor(s). In FCS 447 Professional Development and in the internship experiences, the evaluations of students’ performances will be partially based on this electronic documentation.

G. Goal # 7 Identify increased opportunities for participation in local health fairs, and other public and community forums (schools, churches, cooperative extension and Chamber of Commerce programs). Contact industry representatives as a means of communicating availability and willingness to participate as community partners.

1. Institutional Goal which was supported by this goal: SP # 1, 4, 5; QEP # 1

2. Evaluation Procedure(s): Evaluate faculty’s lists of yearly accomplishments.

3. Actual Results of Evaluation: (Faculty service accomplishments are further delineated above in Goal #4) One fashion merchandising major and one faculty member coordinated costumes for the Broadway theatre segment of the Janice Wyatt Mississippi Summer Arts Institute’s performance of “Once on this Island,” at the Bologna Performing Arts Center. Fashion merchandising students coordinated costumes for a DSU Theatre class production. Students in the Coordinated Undergraduate Program in Dietetics and faculty have been involved in a significant and growing number of health screenings, health fairs, and community speaking engagements on the subject of nutrition and healthy/wellness. Dietetics students in FCS 468 and FCS 350 conducted 6 full days of data collection for TEAM MS research project in Winona and Eupora, MS. Students conducted 24-hour diet recalls and fitness tests for 20 classes of students in 1st -4th grades. Dr. Kathy Davis, Asst. Prof. in Dietetics, is a Certified Insulin Pump Trainer (CPT), Medtronic MiniMed, and collaborated with local dietitian, nurse, and Nutrition/Dietetics students to provide insulin pump training workshops. In this capacity she was able to introduce students to insulin pump usage in the management of diabetes and involve them in the use of a variety of methodologies to instruct patients with a broad range of literacy levels.

66 4. Use of Evaluation Results: More public-oriented nutrition and health classes are planned for the upcoming year. The general public will become more aware of health-related programs at DSU, and more programs will be generated. Further collaborative efforts are planned in all areas.

H. Goal # 8 Utilize new Viking Foods Laboratories for catering and cooking lessons, both of which would be available for donors and their friends of Delta State University as well as the general public.

1. Institutional Goal which was supported by this goal:

SP # 4, 5; QEP # 1

2. Evaluation Procedure(s): Evaluate faculty’s lists of yearly accomplishments.

3. Actual Results of Evaluation: Demonstrations on various topics were conducted for DSU Alumni Board and invited guests throughout the year. Lunch n’ Learns were held most months and were open to the public as well as the university. Original recipes were demonstrated and then served to the participants. A demonstration of brunch and Christmas foods was presented to the American Medical Association State Conference spouses. These products were also served to the participants. Southern breakfast foods were demonstrated and served to the Lighthouse Students, an after school group for 8th graders from D.M. Smith Middle School. The Christmas party for the Division of Family and Consumer Sciences was catered by the FCS 312 classes. The February meeting of the Student Association of Family and Consumer Sciences was catered by the FCS 360 class, featuring heart healthy recipes. One hundred peanut butter and jelly sandwiches were prepared for the kick-off of Arts in April sponsored by the University Special Programs Committee. The second annual Archives tea was catered by the FCS 360 class, featuring hand decorated petit fours, cheese straws, candied pecans and home made mints. The Honors Day reception for the College of Education was catered by the FCS 360 class. The spring initiation of Kappa Omicron Nu, national honor society for Family and Consumer Sciences, was catered by the FCS 360 class.

67 The third annual Broadway Dinner Theater, presented by the Hayes Cooper choir, was catered by students from the FCS 102 class. Two sessions of demonstrations of dinners which could be prepared quickly after work were presented to the staff of Delta State University on Staff Development Day.

4. Use of Evaluation Results: Plan further collaborative efforts for the future. Continue the Lunch n’ Learns. Develop two cooking classes for Kids College. A hybrid foods course for non-majors was developed and offered.

I. Goal # 9 Develop annual wellness program, collaborating with representatives from industry, campus, and nonprofit organizations. Invite the public to attend.

1. Institutional Goal which was supported by this goal: SP #1, 4, 5; QEP # 1

2. Evaluation Procedure(s): Determine accomplishments of the campus wellness program.

3. Actual Results of Evaluation:

Delta Health and Wellness Committee, 2007-2008 Dietetics Instructor, Draughon McPherson, and students, designed and constructed 45 nutrition “tool boxes” for use in every 4th and 5th grade classroom in Cleveland. The “tool box” contains a nutrition lesson plan and all of the supplies that the teacher needs to teach the lesson for a class of 30 students. Dr. Kathy Davis, Assistant Professor, Nutrition/Dietetics, applied for a small grant through the Health and Wellness Committee to defray the cost of the supplies for this project. Students in Child Development and Nutrition/Dietetics developed the boxes as a service-learning aspect of FCS 444 Child Nutrition and distribute them to the elementary school teachers. Dr. Kathy Davis served as a Delta Health and Wellness Day organizing committee member and exhibitor, 2007. This sub-committee, under the umbrella of the university-wide committee, was charged with the organization of a day-long health screening and awareness program for children and adults in Bolivar County. Approximately 600 4th and 5th grade classes in Cleveland are invited to participate in the special “Kids Zone” activities, designed to tailor health and nutrition activities to their age groups. Also in attendance are senior citizen groups, Allied Health classes and community members interested in

68 learning more about a broad range of health services. Exhibitors and participants include DSU students in Nutrition/Dietetics, HPER, and Nursing. DSU Health and Wellness Committee, 2005-2007, chaired by John Alvarez, was charged to develop a university-wide program to increase awareness about health and physical fitness. Out of this committee, the DSU Health Challenge emerged first as a pilot program, then as an ongoing program to promote health and physical fitness among DSU faculty and staff. Working with John Alvarez, Dr. Davis set up a Blackboard site for participants to communicate and post weekly aerobic points and dietary intakes as part of the competition. The website also provided a variety of nutrition and exercise information and educational links for participants. Dietetics students and faculty analyzed dietary intakes and provided nutrition topics of interest during noon meetings. Nutrition/Dietetics Faculty, along with dietetics students, participated in approximately a dozen Health Fairs and Screenings throughout the Delta between May 2007 and March 2008.

4. Use of Evaluation Results: An expanded Health Challenge and wellness program on the DSU campus will be continued, collaborating with representatives from industry, campus, and nonprofit organizations. The public will be encouraged to participate.

IV. Data and information for division: Family & Consumer Sciences

Brief Description and/or Narrative of programmatic scope:

The mission of the Division of Family & Consumer Sciences is to provide professional education in Family and Consumer Sciences, to provide complementary educational experiences for other disciplines, and to provide individuals opportunity for developing competencies that enhance the quality of life. The Bachelor of Science degree in Family and Consumer Sciences provides for concentrations in Child Development, Fashion Merchandising, or Nutrition/Dietetics. The concentration in Child Development is designed for the student who wants to work with preschool and kindergarten children or be associated with firms that provide materials to preschool and kindergarten programs, or agencies that provide services to families. The concentration in Fashion Merchandising is an interdisciplinary program developed by the faculty in the Department of Art, the Division of Family & Consumer Sciences, and the Division of Management and Marketing. Students are prepared to enter the fashion business on a variety of levels within the industry. The concentration in Nutrition/Dietetics is designed for the student who wants to become a Registered Dietitian and pursue a career in clinical nutrition, community nutrition, food systems management, or business/entrepreneurial nutrition.

69 A number of courses are offered that do not have prerequisites and are excellent choices for electives. A minor can be chosen in Family and Consumer Sciences under the Bachelor of Arts or Bachelor of Science degree. Students can select 18 hours in Child* Development, Fashion Merchandising, or Nutrition/Dietetics. Fa sh Comparative Data (enrollment, CHP, majors, graduation rates, etc): io n . Data and information for division: Family & Consumer Sciences M er A. Enrollment by Major 2005-2006 through 2007-2008 ch an 2005-2006 2006-2007 2007-2008 di si ng Enrollment Fall Spring Fall Spring Fall Spring ha Family and Consumer Sciences 124 147 189 171 168 148 s be Fashion Merchandising 23 32 35 29 * * en Totals 147 179 224 200 168 148 co ns ol B. Number of Graduates 2005-2006 through 2007-2008 id 2005-2006 2006-2007 2007-2008 at Fall Spring Fall Spring Fall Spring ed in No. of Graduates to Family & Consumer Sciences Fa Child Development 9 10 10 18 16 14 m Consumer Relations (phased out) 0 0 1 0 0 0 il Family & Consumer Sciences Ed. 0 0 0 0 0 0 y (phased out) & Nutrition/Dietetics 6 0 3 4 2 4 C Fashion Merchandising 4 0 2 3 3 3 on Total 19 10 16 25 21 21 su m er 70 Sc ie nc es C. Credit Hour Production 2005-2006 through 2007-2008 2005-2006 2006-2007 2007-2008 F Sp Su F Sp Su F Sp Su 1860 1808 278 1804 1796 385 1521 1751 Credit Hours Produced

D. Comparison of Enrollment by Concentration 2005-2006 through 2007-2008

2005-2006 2006-2007 2007-2008

Enrollment Fall Spring Fall Spring Fall Spring Family and Consumer Sciences Child Development 104 126 157 147 118 104

Fashion Merchandising 23 32 35 29 19 17 Nutrition/Dietetics 20 21 32 24 31 27 Totals 147 179 224 200 168 148

Grants, Contracts, Partnerships, Other Accomplishments:  Dr. Kathy Davis, awarded Delta Health and Wellness mini grants (two @ $300) for the development of Nutrition Tool Kits, in collaboration with adjunct faculty member, Draughon McPherson. Kits were provided for all 4th and 5th-grade classrooms in the city of Cleveland, and all classrooms at Nailor Elementary School.  Dr. Kathy Davis, participated in data collection as a collaborative effort with TEAM MS, principal investigator: Dr. Annette Lowe, UMMC Center for Excellence in Women’s Health, February -May, Winona and Eupora, MS.  Dr. Kathy Davis, Dr. Jan Haynes and Dr. Cam McMillen, were recipients of Bryce Griffis Presidential Endowment (approximately $500 each) to be used in the provision of large Skin fold Calipers for the Nutrition/Dietetics program, a CAD mini program for fashion merchandising and equipment for the foods labs.

71  Dr. Kathy Davis, research in progress: Teachers’ acceptance and perceptions of Nutrition Tool Kits; (includes two Delta Health and Wellness mini-grants totaling $575).  Dr. Kathy Davis, grant proposal submission, April 2008, Blue Cross Blue Shield Foundation of Mississippi, for the development of a Nutrition Counseling Center on the DSU campus; $60,000/year ($167,000 total request).  Dr. Jan Haynes, DSU Faculty Development Grant--$500, combined with Year of Delta Heritage Grant--$500, and $325 contribution from the FCS Alumni Fund. Funding was used to build a tall display case for the West Wing of the Ewing 1st Floor for the purpose of rotating displays to showcase Delta Dress through the Decades of the 20th Century.  Dr. Jan Haynes, submitted grant proposal to Cotton Incorporated to enhance cotton education for fashion merchandising majors; $10,000.  Dr. Cam McMillen, received grant for research concerning children’s snacks, Dreyfus Foundation, 2008.  Dr. Tommy Taylor (October, 2007), completed study through a grant from Delta State University, "A pilot study to determine the extent of stress in 8th grade students in a Mississippi delta middle school."  Dr. Tommy Taylor, prepared needs statement for a $500,000 grant "Impact of stress on lowering classroom performance of middle school students" in coordination with the Community and Economic Development Center and is currently seeking funds for the project.  Dr. Tommy Taylor, made initial contacts for a research project in San Pedro Sula, Honduras to study the parenting styles of low income families in Central America.  Dr. Tommy Taylor, appointed by Governor Haley Barbour to the Juvenile Justice Advisory Committee for the State of Mississippi.  All faculty members who presented at national conferences were awarded a $300 mini research travel grant to subsidize travel expenses.

Economic Development initiatives and/or impact: The Division employed approximately 5 students through Work-Study and RSE programs. A Graduate Assistantship was awarded to one M.S. student on campus.

Faculty Service to Area Schools The division provided professional development opportunities to area preschool teachers and administrators. For the past fiscal year, these focused on early childhood education and health and wellness education. Faculty also hosted events, such as a book fair, and the A to Z Conference for Early Childhood Educators in the region. These were done at nominal or no costs to the participants.

The Division continued to provide nutritional assessments to faculty, staff, and students at Delta State University, as well as members of the Mississippi Delta. The Division of Family & Consumer Sciences (FCS) believes that contributions to the health and wellness of the community have an impact on the cost of health care.

72 A joint project of the Division of FCS, HPER, the Student Health Center, and the Bolivar Medical Center offered personal blood profiles for the DSU students and community residents.

A grant-funded project is underway to look at the impact of physical fitness and physical education activity in the schools. This is a component of the “Mississippi in Motion” project. The Dietetics students and faculty have been participating in this project.

The Coordinated Undergraduate Program in Dietetics is accredited by the American Dietetics Association Commission on Dietetic Education. The Division of Family & Consumer Sciences is accredited by the American Association of Family & Consumer Sciences (AAFCS). The Child Development Center has applied for accreditation by the National Association for the Education of Young Children (NAEYC). That site visit will occur this year.

Dr. Tommy Taylor consulted with school board at Greenville Christian School, Greenville, Mississippi regarding student stress levels.

Faculty Service to the Community Service to the immediate community is extensive. The Coordinated Undergraduate Program in Dietetics provided clinical experiences for dietetics students. The Child Development program and the Child Development Center provide clinical experiences for Child Development students. The Child Development Center provides top quality childcare services to approximately 70 preschool children in the community. One-Year Plan (July 1, 2008 – June 30, 2009) We plan to continue our efforts to maintain the quality of the undergraduate programs. We provide professional development opportunities to schools, childcare facilities in the area, and healthcare providers in the area. We provide services to the community through the Child Development Center and the Coordinated Undergraduate Program in Dietetics.

Five-Year Plan (July 1, 2008 – June 30, 2013) The long-term plan includes continuing to provide quality undergraduate programs, as well as providing professional development for educators and community services through the Child Development Center and the Coordinated Undergraduate Program in Dietetics. Use of technology will be emphasized. Equipment will be sought which will enhance the opportunities for faculty and students to use computers and other technological advances in instructional and research settings.

Diversity Compliance Initiatives and Progress: 1. Describe the special efforts made in 2007-08 to employ, train, and promote members of the “other race.”

73 Eight “other race” staff members were employed by the Division of Family and Consumer Sciences. Seven were in the Child Development Center. Three of the staff members in the center are teachers, four are assistant teachers and one works part-time as a cook.

In the Child Development Center, during the 2007-08 term, 12 children classified as “other race” were part of this program (11 of the 63 children in the center are African –American).

2. Describe faculty exchange arrangements between “other race” institutions and indicate the number of faculty members involved.

No formal exchange arrangements exist between the division and “other race” institutions; however, all Family and Consumer Sciences faculty are members of the Mississippi Association of Family and Consumer Sciences and meet with other institutions in coordinating educational efforts in the profession.

3. Describe the special efforts made to assist incumbent minority personnel to upgrade credentials for promotions to higher ranked positions. Indicate the number of employees involved.

One minority Child Development Center teacher received Child Development Associate (CDA) credentials during the summer of 2005 and is currently working on renewing those credentials.

4. Identify distinguished professorships of “other race” personnel brought to the campus in 2007-08.

No professorships were brought to campus for this Division.

5. Describe the cooperative programs involving both faculty and students between “other race” institutions and indicate the number of persons involved.

No programs of this sort currently exist in the Division.

6. Identify new programs approved in 2007-08 which have the potential of attracting “other race” students and faculty members.

The Division continues to actively recruit “other race” students and faculty members.

7. Identify and describe efforts and accomplishments in strengthening existing programs and thereby attracting “other race” students

74 and faculty members.

Faculty in the Division of Family and Consumer Sciences has been actively involved in outreach efforts in the school and community. This activity includes supervising interns placed in off-campus settings, provision of staff development activities and collaboration, consultation efforts with various agencies, and service projects initiated by professional organizations (Student Association of Family and Consumer Sciences and the Student Dietetic Association). These interactions facilitate public awareness of the Division’s programs and attract prospective students and enhance recruitment efforts. The Division has a high ratio of “other race” students in its programs.

Committees reporting to unit (Committee records archived in Division Chair’s Office): Curriculum Committee FCS Advisory Council

V. Personnel: A. List of Faculty and Staff: 1. 2007-2008 Full time faculty Janice Haynes, Ph.D. Fashion Merchandising Katherine A. Davis, Ph.D., R.D., L.D. Nutrition/Dietetics Edye Cameron McMillen, Ph.D. Food Science Leigh-Anne Gant Child Development Tommy Taylor, Ph.D. Marriage and Family Part time faculty Draughon McPherson, R.D. (Part time) (2006-07) Nutrition/Dietetics Staff Patricia Webster Senior Secretary

B. Noteworthy activities and accomplishments: 1. Teaching a. Technology enhanced courses

A smart cart was utilized in the large classroom (Ewing 118) for class presentations. Smart carts and screens have been requested for all classrooms.

75 Power point was used on a regular basis for many classes.

Blackboard was utilized in all classes for the provision of power point programs, notes, study guides, quizzes and exams. National Certification Exam for Registered Dietitians (RD) Practice Exam website was made available for nutrition/dietetics majors beginning in August 2005. This website has been expanded and contains 18 timed practice exams designed to simulate the RD Exam. Dr. Taylor’s classes were all converted to Blackboard enhanced hybrid format, forcing students to become more technology literate. Several FCS classes now are offered online, in addition to in the classroom: FCS 150 Concepts of the Family System I, FCS 215 Personal Finance, FCS 325 Marriage, Family & Sex Education, FCS 270, and FCS 345 General Nutrition. FCS 494 Family & Consumer Sciences: Philosophy and Issues is offered exclusively through Blackboard.

Computer Surveillance Equipment is utilized in all Child Development Center areas, including playgrounds. This is used for educational purposes in addition to providing security.

Dr. Davis taught > 50 hours of review for RD exam during summer 2007, fall 2007, and continuing throughout spring 2008 (6-9pm each Monday); enhanced by review questions online. b. Collaborative/Team Teaching Dr. Kathy Davis (FCS) taught FCS 343 Nutrition & Physical Fitness and utilized Dr. John Alvarez (HPER) as a frequent guest lecturer. Dr. Kathy Davis (FCS) and Mrs. Draughon McPherson, RD (FCS) team taught FCS 468 Nutrition Research. Dr. Kathy Davis involved research class (FCS 468) in data collection for TEAM MS research project, Winona, MS. Students conducted 24-hour diet recalls and fitness tests for 20 classes of students in 1st -4th grades. c. Creative scheduling Greatly expanded use of Blackboard expanded time flexibility for students and faculty in many classes. Numerous intersession classes were taught in the Division. Numerous classes are totally online, hybrid, or web-enhanced. d. Faculty Evaluations—include student ratings Most average ratings on a 5 point scale (1 is the highest) for FCS faculty averaged less than 1.5. Most student comments were positive.

76 e. Faculty Meetings—retreats, etc. FCS faculty met monthly throughout the year. Additional communication was conducted via email and personal conversations. f. Curriculum/Accreditations The Director of the Child Development Center applied for accreditation by the National Association for the Education of Young Children (NAEYC). This required completion of two self-study portfolios, the completion of numerous surveys, and work on facility updating, including the painting of the child development center classrooms. The enrollment process for the Child Development Center was also revised. The site visit will occur during the 08-09 academic year. Dr. Kathy Davis is currently developing two 1-hour classes: Clinical Pharmacology and Medical Terminology, in response to the requests of students during their supervised practice experience. g. Awards/Honors/Noteworthy Accomplishments Dr. Kathy Davis, Assistant Professor of Dietetics in Family & Consumer Sciences was selected as the Outstanding Dietetic Educator of the Year for the state of Mississippi by the Mississippi Dietetic Association. Hilary Rogers, fashion merchandising major, won third place in the Mohair Category of the Dallas Fashion Career Day Apparel Design Competition sponsored by Fashion Group International. Less than 15% of the original designs submitted to the original design competition receive awards. Students in Child Development and Nutrition/Dietetics developed toolkits as a service-learning aspect of FCS 444 Child Nutrition class and distributed them to area elementary school teachers. Dr. Kathy Davis served as a Delta Health and Wellness Day organizing committee member and exhibitor, 2007. This sub-committee, under the umbrella of the university-wide committee, was charged with the organization of a day-long health screening and awareness program which served over 600 children and adults in Bolivar County. Ms. Leigh-Anne Gant, Instructor of Child Development, organized the third annual DSU A – Z Early Childhood Conference held at the DSU campus, and two faculty members presented at this conference. Ms. Leigh-Anne Gant, was invited to attend a course for child development teachers through Mississippi State University. Ms. Leigh-Anne Gant helped to revise benchmarks for four-year-olds for the state of Mississippi. Taylor, T. Appointed by Governor Barbour to the Mississippi Juvenile Justice Advisory Committee.

77 2. Scholarship a. Presentations Davis, K. (April 16, 2008). “Exploring Health and Wellness in the Mississippi Delta,” Faculty Research and Scholarship Symposium panel presentation, Delta State University. Davis, K. (fall 2007). ROMEA conference, Delta State University; teamed with Dr. John Alvarez in 3 presentations on nutrition and physical fitness. McMillen, E. (2007). “Exploration of the Social, Economic and Demographic Characteristics of the Most and Least Obese States,” Rural Sociological Society National meeting, Santa Clara, California.

Juried Presentations with Abstracts in Proceedings: National: Haynes, J. (Nov. 2007). From W to M. (Originally designed and constructed apparel design), presented at the annual meeting of the International Textile and Apparel Association juried faculty design competition, Live Gallery Exhibit. “On the Edge,” Proceedings, p. 25. Haynes, J. (Nov. 2007). Tag, You’re It. (Originally designed and constructed apparel design), presented at the annual meeting of the International Textile and Apparel Association juried faculty design competition, Live Gallery Exhibit. “On the Edge,” Proceedings, p. 26. Haynes, J. (June 2007). A Coat of Many Cultures. (Originally designed and constructed apparel design), annual meeting of the American Association of Family & Consumer Sciences annual juried faculty design competition, Reno, Nevada, June 2007. Haynes, J. (June 2007). The Great American City Coat. (Originally designed and constructed apparel design), annual meeting of the American Association of Family & Consumer Sciences annual juried faculty design competition, Reno, Nevada, June 2007. Haynes, J. (June 2007). Old Navy Pea Coat Steps Out for the Evening. (Originally designed and constructed apparel design), presented at the annual meeting of the American Association of Family & Consumer Sciences annual juried faculty design competition, Reno, Nevada, June 2007.

Juried Design Presentations that have been accepted, with abstracts in proceedings to follow show, 2008: Haynes, J. (June 2008). A Coat of Ties. (Originally designed and constructed apparel design), Accepted for presentation at the annual meeting of the American Association of Family & Consumer Sciences annual juried faculty design competition, Milwaukee, June 2008. Haynes, J. (June 2008). Samplings of Silk. (Originally designed and constructed apparel design),

78 Accepted for presentation at the annual meeting of the American Association of Family & Consumer Sciences annual juried faculty design competition, Milwaukee, June 2008. Haynes, J. (June 2008). Viva Italia. (Originally designed and constructed apparel design), Accepted for presentation at the annual meeting of the American Association of Family & Consumer Sciences annual juried faculty design competition, Milwaukee, June 2008.

Designs Submitted for Presentation: Haynes, J. (2008). Biloxi Blues. (Originally designed and constructed apparel design), to be submitted for judging and possible presentation at the annual meeting of the International Textile and Apparel Association in the Live Gallery Exhibit. Haynes, J. (2008). Blue Bayou. (Originally designed and constructed apparel design), to be submitted for judging and possible presentation at the annual meeting of the International Textile and Apparel Association in the Live Gallery Exhibit. McMillen, E. (2008), submitted, “Pasteurization: What Is That?” Rural Sociological Society National meeting, Manchester, New Hampshire. McMillen, E. (2008), submitted, “A Study of the Dietary Habits of Students in the Mississippi Delta,” Rural Sociological Society National meeting, Manchester, New Hampshire.

State: Mississippi Association of Family & Consumer Sciences Annual Meeting, February 26-27, 2008; Jackson, MS; Presented five originally designed garments upon invitation.

Presentations with Abstracts in Proceedings: University: Haynes, J. (April 15-16, 2008). Two originally designed and constructed garments for poster and apparel design presentations, DSU Research and Scholarship Symposium. Abstracts published in proceedings. Submitted abstracts for twelve originally designed and constructed student garments and one trend board presentation, DSU Research and Scholarship Symposium, April 15-16, 2008, Delta State University. Abstracts published in proceedings. McMillen, E. (April 15-16, 2008) “Year of Delta Heritage Tour – A Tasting Experience” poster, 4th annual Delta Research and Scholarship Symposium, Delta State University.

79 b. Publications Davis, K. (June 2008). Article submitted for publication, Kudzu (Pueraria lobata): A Review of an Imperiously Edible Plant. Submitted to Food, Culture, and Society.

3. Service a. Service to the Profession (1) Serving on state, national, regional committees: Davis, K. Professional Member: American Dietetic Association Diabetes Care and Education Practice Group, 1986-present. Davis, K. Dietetic Educators of Practitioners Practice Group, 2005-present. Davis, K. Member: Juvenile Diabetes Research Foundation , 1999-present. Davis, K. Professional Member: American Diabetes Association , 1989-present. Davis, K. Certified Insulin Pump Trainer (CPT), Medtronic MiniMed, 2006. Professional Member. Haynes, J. Reviewed textbook proposal for Fairchild Publishing, 2007. McMillen, E. Reviewed textbook for Thomson Publishing, “Fundamentals of Food Science and Food Preparation.”

(2) Holding offices, chairmanships, etc. Davis, K. American Dietetic Association: Area III Coordinator – Dietetic Educator of Practitioners (DEP) 2008. Davis, K. Officer and Professional Member: Mississippi Dietetic Association: o Past Chair – Council on Education and Research. o Executive Board Member, 1989-present. In this capacity, I have been able to introduce an annual award that recognizes the outstanding student in an ADA accredited Coordinated Program in Dietetics. o Outstanding Dietetic Educator, 2008. Davis, K. Professional Member: American Dietetic Association Diabetes Care and Education Practice Group, 1986-present; Davis, K. Mississippi Dietetic Association: 2006 Chair – Council on Education and Research. Haynes, J. Mississippi Association of Family and Consumer Sciences, President-elect. Haynes, J. Chair, 2007-08, Student Design Competition, and Student Research Competition, Mississippi Association of Family & Consumer Sciences.

80 Haynes, J. Chair, 2007-08, Silent Auction for Scholarships, Mississippi Association of Family & Consumer Sciences. Haynes, J. Reviewer, Fairchild Books, 2007-08. McMillen, E. Mississippi Association of Family and Consumer Sciences, Vice President at Large. McMillen, E. Sociology of Agriculture and Food Research Interest Group, Rural Sociological Society, 30th anniversary committee.

(3) Membership Davis, K. Dietetic Educators of Practitioners Practice Group, 2005-present. Davis, K. Member: Juvenile Diabetes Research Foundation, 1999-present. Davis, K. American Association of Family and Consumer Sciences, 2005-present. Davis, K. Member: Mississippi Association of Family and Consumer Sciences, 2005-present. Haynes, J. American Association of Family & Consumer Sciences. Haynes, J. Mississippi Association of Family & Consumer Sciences. Haynes, J. American Collegiate Retailing Association. Haynes, J. International Textile and Apparel Association. McMillen, E. American Association of Family & Consumer Sciences. McMillen, E. Mississippi Association of Family & Consumer Sciences. McMillen, E. Rural Sociology Society. b. Service to the University (1) Service that affects the university Davis, K. Health and Wellness Day committee member and exhibitor, January 2008. Davis, K. Health and Wellness committee member. Davis, K. Member, DSU Health Challenge Committee. Davis, K. Participated in “Reaching Out to Mississippi: Education in Action” Faculty Development Conference, Presented 3 “Healthy Living” programs for students (teamed with John Alvarez). Gant, L. Served on the First Books board for the Delta Center for Culture and Learning. McMillen, E. Senator, Faculty Senate. McMillen, E. Collected Oral History about Cleveland’s Historic Neighborhood for Charlie Capps Archives; Photographed Cleveland’s Historic Neighborhood for Charlie Capps Archives.

81 Taylor, T. Contacted contributors to Delta State University to maintain university relations and encourage continued support.

(2) Recruitment All faculty taught numerous continuing education classes. Drs. Davis and McMillen taught GST 100.

(3) Taskforces, service groups, champions, etc. Davis, K. Faculty Advisor: DSU Student Dietetic Association. Haynes, J. Faculty Advisor: Student Association of Family & Consumer Sciences. Haynes, J., Gant, L., McMillen, E. DSU College of Education Honors Day Luncheon Committee. McMillen, E. Faculty Advisor: Kappa Omicron Nu Honor Society. McMillen, E. DSU Special Programs Committee. c. Service to the Community Davis, K. Director of Twin Lakes Diabetes Camp (1990-present). Davis, K. Volunteer Dietitian/Diabetes Educator for Tutwiler Family Medical Clinic and Glendora Clinics. Davis, K. Participated in approximately a dozen Health Fairs and Screenings throughout Delta between May 2006 and March 2007, involving students in each event. Gant, L. Presented to Exchange Club on Car Seat Safety February 2008. Gant, L. Presented to Excel by 5. Gant, L. Excel by 5 Coalition member. Gant, L. Coordinated 3rd Annual DSU A to Z Early Childhood Conference, Feb. 2008. Gant, L. Coordinated Annual Crosstie Children’s Area, April 2008. Haynes, J. Supervised one fashion merchandising major and two merchandising graduates who coordinated/built costumes for the BPAC Broadway production of Into the Woods, June 23- 24, 2006. McMillen, E. Bolivar County Habitat for Humanity Board of Directors, President. McMillen, E. Advisory Board, Lower Mississippi Delta Service Corps. Volunteer. McMillen, E. A – Z Conference Early Childhood Conference presenter. McMillen, E. Advisory Board, Lower Mississippi Delta Service Corps. Volunteer Center. McMillen, E. Calvary Episcopal Church Altar Guild, Hospitality Committee, Pastoral Care Committee. McMillen, E. Friends of the Library.

82 McMillen, E. Volunteered at Hayes Cooper Center and Cypress Park Elementary School. McMillen, E. Member, Friends of the Farmer’s Market. Taylor, T. Appointed by Governor Barbour to the Mississippi Juvenile Justice Advisory Committee. Taylor, T. Elder, First Presbyterian Church. Taylor, T. Serve on the evangelism committee of First Presbyterian Church, Cleveland, MS. Taylor, T. Evaluating the stress levels of middle school students at Greenville Christian School, Greenville, Mississippi. Taylor, T. Serve on the board of the Fellowship of Christian Athletes.

Service Learning Projects: Child Development 1. Child Development students volunteered at the Crosstie Arts Festival in the children’s area. 2. Students in FCS 377 Methods and Materials of Preschool Programs and 378 Principles and Procedures for Preschool Programs participated in DSU Library’s Born to Read Program.

Nutrition/Dietetics 1. Volunteer Dietitian/Diabetes Educator for Tutwiler Family Medical Clinic and Glendora Clinics; students in FCS 350 created posters with 10-minute nutrition lessons for use by nurses and health educators at the clinics. 2. Faculty participated in approximately a dozen Health Fairs and Screenings throughout the Delta, involving students in each event. 3. Dr. Kathy Davis, Certified Insulin Pump Trainer (CPT), Medtronic MiniMed collaborated with local dietitian, nurse, and Nutrition/Dietetics students and provided several insulin pump training workshops. 4. FCS 444 Child Nutrition class created Nutrition Tool Kits for 4th & 5th grade classes at Cleveland Elementary Schools. 5. Participated in data collection as a collaborative effort with TEAM MS, principal investigator: Dr. Annette Lowe, UMMC Center for Excellence in Women’s Health, Winona, MS. Students conducted 24-hour diet recalls and fitness tests for 20 classes of students in 1st -4th grades.

Facilities: The Ada Swindle Mitchell Foods Laboratory provides state-of-the-art facilities for dietetics students to use for quantity foods classes and for Child Development students in their required food classes. A new display case was requisitioned, built and added to the Ewing first floor hallway to showcase work of Family & Consumer Sciences students.

83 Work was continued to improve the physical spaces within the Division of Family & Consumer Sciences, both functionally and aesthetically. Smart carts and new screens were requested for all classrooms. Only one screen and projector were approved, and have not yet been installed.

New position(s) requested, with justification: We would like to utilize another adjunct instructor for some of our Dietetics courses, and one for a Child Development course. The faculty members in these areas have been teaching numerous overloads. Those dollars could be simply diverted to the new adjunct faculty.

Recommended change of status: None

VI. Degree Program Addition/Deletions and/or Major Curriculum Changes: Changes made in the past year:

Child Development: Based on findings over time from the internship evaluations, the recommendation was made that students reduce amount of academic load in the term. They are also being encouraged to take internship for 6 hours, rather than 3.

Nutrition/Dietetics: Delete FCS 447 Professional Development—3 hours. In order to meet all competencies required for American Dietetic Association Accreditation, students in the nutrition/dietetics program must take 148 credit hours for graduation. Nutrition/dietetics graduates need additional coursework in medical terminology and clinical pharmacology to improve scores on the Registration Exam in those areas. Feedback from graduates and preceptors indicates that most objectives currently met in FCS 447 Professional Development are or could be incorporated into existing Dietetics courses. Add 3 new 1 hour courses: FCS 351 Medical Terminology in Nutrition/Dietetics -1 hour FCS 352 Medical Pharmacology in Nutrition/Dietetics-1 hour FCS 448 Career Development in Nutrition/Dietetics -1 hour

Recommended changes for the coming year(s): Nutrition/Dietetics: The three concepts that would still need to be covered for career development would be included in a 1 hour seminar class being proposed: FCS 448 Career Development in Nutrition/Dietetics.

84 Appendix I, Child Development Lab Evaluation

CHILD DEVELOPMENT STUDENT ASSESSMENT

Student ______Class ______Teacher ______1- Ineffective, Unacceptable Practice 3- Acceptable, Safe to Practice 2- Marginally Acceptable Practice 4- Outstanding, Effective Practice Date Date First Second Any other comments need to go on the back Assessment Assessment COMMUNICATION AND INTERACTION Uses acceptable written, oral, and nonverbal communication Interacts frequently with affection and interest Is available and responsive to all children Talks and sings with children frequently and reads stories Speaks in a positive and courteous manner with appropriate tone of voice

TEACHING FOR LEARNING

85 Displays enthusiasm for teaching and learning Uses best practices

86 MANAGING THE LEARNING ENVIRONMENT Analyzes the environment to enhance relationships, motivation, and learning Greets and checks-in everyday and interacts in a friendly, courteous manner

PROFESSIONALISM AND PARTNERSHIPS Accepts constructive criticism in a positive manner Follows school policies and procedures Knows safety measures and how to handle emergency situations Maintains a high level of competence and integrity in the practice of the profession Arrives to work on time and avoids absences

Total number of Hours

Appendix 2 Child Development Internship

87 Evaluation

STUDENT INTERNSHIP ASSESSMENT CHILD DEVELOPMENT Delta State University

Student Teacher ______Evaluator ______

1- Ineffective, Unacceptable Practice 2- Marginally Acceptable Practice 3- Acceptable, Safe to Practice 4- Outstanding, Effective Practice

Date Date First Assessment Second Assessment

COMMUNICATION AND INTERACTION

Uses acceptable written, oral, and nonverbal communication

Interacts frequently with affection and interest.

Is available and responsive to all children.

Encourages both boys and girls to participate in all activities.

88 Sets appropriate limits.

Helps children identify and express their feelings.

Encourages children to try new activities.

Talks and sings with children frequently and reads stories daily.

Speaks in a positive and courteous manner with appropriate tone of voice.

Acknowledges and accepts each child's family.

Listens and responds appropriately

Builds and sustains classroom climate.

TEACHING FOR LEARNING

Displays knowledge of subject

Displays enthusiasm for teaching and learning

89 Uses knowledge of students' understanding and experiences

Uses a variety of strategies

Provides experiences to accommodate differences

Gives directions

Provides opportunities for problem-solving and critical thinking

Uses community resources

Uses best practices

Uses indirect instruction

MANAGING THE LEARNING ENVIRONMENT

Uses instructional time effectively

Applies classroom management

90 Analyzes the environment to enhance relationships, motivation and learning

Utilizes responses to pace learning, start new work, and reteach

Organizes time, space, activities and materials

Plans for students with health care, physical, and/ or communicative needs

Knows when to intervene either to extend the child's play or keep the child safe.

Greets and checks-in everyday and interacts in a friendly, courteous manner.

Helps maintain an orderly and aesthetically pleasing environment.

PROFESSIONALISM AND PARTNERSHIPS

Cooperates and collaborates with colleagues

Accepts constructive criticism in a positive manner

Shares and seeks professional materials and ideas

91 Follows school policies and procedures

Knows safety measures and how to handle emergency situations

Exhibits understanding of how to work with parents/ guardians

Maintains a high level of competence and integrity in the practice of the profession

Self-evaluates and asks for help or clarification as needed.

Arrives to work on time and avoids absences

___X___Academic Unit ______Administrative/Support Unit

II. Unit Title: Division of Health, Physical Education, and Recreation

Unit Administrator: Timothy E. Colbert, MS, ATC

III. Educational Program Learning Outcome Assessment Plan (Academics) Learner Outcomes identified for the major.

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1.List any specific recommendations. will you use to determine achievement of 2. Describe changes in curriculum, BSE-PE the learning outcome? 2. Describe how courses, or procedures that are the data from these tools and/or methods proposed or were made/ are being made major know, value, or be able to do at will be/have been collected. as a result of the program learning graduation and beyond? 3. Explain the procedure to analyze the outcome assessment process. data. # 1 – Demonstrate mastery of Institutional reports and Analysis of Results for Spring No changes are recommended the knowledge and skills individual score reports for 2007: at this time. associated with both the PRAXIS II Content: Physical Institutional passage rates for content and pedagogy of the Education: Curriculum, praxis 2006. undergraduate degree program Instruction, and PRAXIS II: The pass rate for the assessment in Physical Education. Principles of Learning and of content knowledge in physical Teaching, taken by all education from 9-1-05 to 8-31- candidates prior to admission to 06 was 83%. This ranked second GE 1, GE 3 student teaching, will be behind only Elementary analyzed in the aggregate to Education (91%) and tied with

94 determine strengths and School Guidance and Counseling weaknesses in candidates’ (83%) at Delta State University. knowledge of content and Institutional summary data for pedagogy in the field. praxis 2006 (9-1-05 to 8-31-06). The 2006 summary data indicated that the lowest scores were in the area of Biomechanics (46%) and Motor Development and Motor Learning (58%). A trend was noted from the previous two years of data that indicated those two areas have been consistently lower compared to the other areas. Analysis of Results Summer/Fall 2007: Students who took the Praxis Content knowledge section in Physical Education passed at a 95% rate. This rate was second only to Elementary Education majors in the College of Education. #2 – Demonstrate the ability to Openness to Diversity and Analysis of Results for Spring Recommended changes plan and implement instruction Challenge Survey 2007: include more discussion of for diverse populations. The results indicate a variety of diversity and its ever attitudes an opinions concerning increasing impact on the U.S. diversity and how each educational system in all GE 7 individual approaches it. classes within the division. Analysis of Results Summer/Fall 2007: Of the student teachers in HPER 100% were rated at the

95 Acceptable level in all areas by both their Cooperative and Supervising Teachers.

#3 – Demonstrate the ability to For Spring 2007 data the Analysis of Results for Spring A more realistic simulation measure impact on student Impact Section of the S.T.A.I. 2007: problem will be developed for learning. which consists of items 20, 27, Three students were rated on this the methods class to give the 30, 32, 33, 37, 39, 40 & 41. assessment and all of them students a better For Summer/Fall 2007 data received a rating of 3 or 4 which understanding of the process. GE 3 Teacher Work Sample. indicates that they were at the Acceptable or Outstanding levels as rated on the S.T.A.I. Impact Section. Supervising Teachers gave the students all 3’s on item 27 and 4’s on all other items while the Cooperating teachers gave one student a 3 on items 27 and 37 and all students 4’s on all other items. Analysis of Results Summer/Fall 2007: Of student teachers 100% met the indicator in all areas. In the methods classes 87% met Indicator 1: Clarity and Accuracy of Presentation, 60% met Indicator 2: Alignment and Learning Goals, 67% met Indicator 3: Interpretation of Data and 73% met Indicator 4: Evidence of Impact on Student Learning.

96 #4 – Exhibit Dispositions The College of Education Analysis of Results for Spring No changes are recommended associated with successful Dispositions Rating Scale 2007: at this time. teaching in physical education. 100% of students were rated at the acceptable level or above. Analysis of Results Summer/Fall GE 2, GE 7, GE 8 2007: 100% of students were rated at the acceptable level or above.

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1.List any specific recommendations. will you use to determine achievement of 2. Describe changes in curriculum, BS-HPER-HPE the learning outcome? 2. Describe how courses, or procedures that are the data from these tools and/or methods proposed or were made/ are being made major know, value, or be able to do at will be/have been collected. as a result of the program learning graduation and beyond? 3. Explain the procedure to analyze the outcome assessment process. data. #1 - Plan and implement a PER 487 requires a 90% of all students were rated at All students are encouraged to quality unit of instruction in written unit of instruction the acceptable level or above. turn in assignments on time physical education, giving aligned with the Student and seek help outside of class attention to diversity, Teacher Assessment Instrument time if needed. standards, and effective content and the Teacher Work Sample progression. (TWS).

The STAI and TWS GE 7 are used to assess the above.

#2 - Write a statement of Written philosophy 100% of all students were rated No changes are recommended philosophy related to personal assignments are included in at the acceptable level or above. at this time. beliefs and values which will PER 487. impact quality physical education instruction and/or

97 physical activity leadership.

GE 8, GE 10 #3 - Demonstrate acceptable Lesson plans and bulletin 90% were rated at the acceptable All students are encouraged to content knowledge related to boards and field experiences level or above. turn in assignments on time physical activity and its affect are required for PER 487 those and seek help outside of class on healthy lifestyles. assignments are assessed by a time if needed. rubric, check list, and STAI.

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1.List any specific recommendations. will you use to determine achievement of 2. Describe changes in curriculum, BS-HPER-Exercise Science the learning outcome? 2. Describe how courses, or procedures that are the data from these tools and/or methods proposed or were made/ are being made major know, value, or be able to do at will be/have been collected. as a result of the program learning graduation and beyond? 3. Explain the procedure to analyze the outcome assessment process. data. #1 – Assess, interpret, and PER 461 Project – 100% of students were rated at Overall students performed develop appropriate exercise Client profile with developed the acceptable level or above. better on the PER 461 project. programs for the general programs for Cardio- population. Respiratory fitness, muscle fitness, flexibility, and body composition. GE 1, GE 3

Demonstrate competence in PER 361 assignment – Plan, 90.9% of all students were rated No changes are recommended group exercise leadership. choreograph, and implement a at the acceptable level or above. at this time.

98 group exercise class

GE 2 Demonstrate acceptable content PER 461 Project – 100% of students were rated at No changes are recommended knowledge related to exercise Client profile with developed the acceptable level or above. at this time. testing and prescription, as well programs for Cardio- as the health benefits of Respiratory fitness, muscle physical activity. fitness, flexibility, and body composition

GE 5 Demonstrate acceptable PER 460 Practical Exam – 100% of students were rated at Overall students did not competence in technical skill Measuring cardio-respiratory the acceptable level or above. perform as well and this could assessment. endurance, body composition, be attributed to the use of muscular strength, flexibility, graduate assistants to aid in muscle endurance. class instruction. GE 4

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1.List any specific recommendations. will you use to determine achievement of 2. Describe changes in curriculum, BS-HPER-Sports Management the learning outcome? 2. Describe how courses, or procedures that are the data from these tools and/or methods proposed or were made/ are being made major know, value, or be able to do at will be/have been collected. as a result of the program learning graduation and beyond? 3. Explain the procedure to analyze the outcome assessment process. data. #1 - Write a statement of PER 470 – Sports 100% of students were rated at Learning activities were philosophy related to Administration students are the acceptable level or above. deemed satisfactory. competitive sports, including required write a philosophy. Revisions were made to sportsmanship, team play, enhance student achievement. winning vs. losing, behavior of players, coaches, and fans.

99 GE 2, GE5

#2 - Demonstrate acceptable PER 470 – Sports 100% of students were rated at Learning activities were skills and content knowledge in Administration students are the acceptable level or above. deemed satisfactory. the business aspects of sports required write a philosophy. Revisions were made to organization and enhance student achievement. administration.

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1.List any specific recommendations. will you use to determine achievement of 2. Describe changes in curriculum, BS-HPER-Sports Information the learning outcome? 2. Describe how courses, or procedures that are the data from these tools and/or methods proposed or were made/ are being made major know, value, or be able to do at will be/have been collected. as a result of the program learning graduation and beyond? 3. Explain the procedure to analyze the outcome assessment process. data. #1 - Write a statement of PER 470 – Sports 100% of students were rated at Learning activities were philosophy related to Administration students are the acceptable level or above. deemed satisfactory. competitive sports, including required write a philosophy. Revisions were made to sportsmanship, team play, enhance student achievement. winning vs. losing, behavior of players, coaches, and fans.

GE 2, GE5

100 #2 - Demonstrate acceptable PER 470 – Sports 100% of students were rated at Learning activities were skills and content knowledge in Administration students are the acceptable level or above. deemed satisfactory. the business aspects of sports required write a philosophy. Revisions were made to organization and enhance student achievement. administration.

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1.List any specific recommendations. will you use to determine achievement of 2. Describe changes in curriculum, BS-HPER-Recreation the learning outcome? 2. Describe how courses, or procedures that are the data from these tools and/or methods proposed or were made/ are being made major know, value, or be able to do at will be/have been collected. as a result of the program learning graduation and beyond? 3. Explain the procedure to analyze the outcome assessment process. data. This degree program is currently inactive.

101 A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1.List any specific recommendations. will you use to determine achievement of 2. Describe changes in curriculum, BS-Athletic Training the learning outcome? 2. Describe how courses, or procedures that are the data from these tools and/or methods proposed or were made/ are being made major know, value, or be able to do at will be/have been collected. as a result of the program learning graduation and beyond? 3. Explain the procedure to analyze the outcome assessment process. data.

102 #1 – Have a working Every athletic training student 100% of ATS students have a Develop an instrument to knowledge of human anatomy (ATS) must pass human “C” or better in human anatomy assess a student’s working and Physiology. anatomy and physiology with a and physiology. knowledge of anatomy and minimum of a “C” to be physiology that will be enrolled in the professional administered upon entry into GE 4 program of study in athletic the ATEP. Identify students training. who are weak in the area of human anatomy by their junior year and provide study tips and activities to increase their working knowledge of human anatomy and physiology. #2 – Present a case study or Every athletic training student 100% of ATS students A list of suggestions on public informational presentation to a must present a case study of performed their presentations at speaking will be developed group. informational presentation in an acceptable level. and disseminated with the HSE 357 Evaluation and syllabi of HSE 357. Rehabilitation of the Lower GE 2 Extremity. These presentations are graded by faculty and peers on a standardized rubric. Results are given to the ATS in the form of written feedback and oral feedback. Every ATS is required to perform their presentation at an acceptable level. #3 – Perform all NATA NATA Education council’s 100% of ATS students received a New laboratory manuals are Education council’s educational competencies and grade of “P” in HSE 451. being developed to assess the educational competencies and clinical proficiencies are NATA Education council’s clinical proficiencies at an assigned to many courses in the educational competencies and acceptable level. ATEP curriculum. A pre- clinical proficiencies. requisite to take HSE 451

103 Senior Seminar is for an ATS GE 1, GE 3, GE 4, GE 5 student to pass all clinical courses with a grade of “C”. Clinical courses are taken in conjunction with the relative didactic courses. By receiving a passing grade in HSE 451 Senior Seminar all NATA educational competencies and clinical proficiencies have been performed at an acceptable level.

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1.List any specific recommendations. will you use to determine achievement of 2. Describe changes in curriculum, MEd-HPER the learning outcome? 2. Describe how courses, or procedures that are the data from these tools and/or methods proposed or were made/ are being made major know, value, or be able to do at will be/have been collected. as a result of the program learning graduation and beyond? 3.Explain the procedure to analyze the outcome assessment process. data.

104 #1 - Supervise and administer Assignments in PER 601 relate Exceeds Expectations: 20% Time lines for the clinical programs in physical education to physical education programs Target: 60% practice activities were and physical activity, including and event planning, staffing, & Acceptable: 20% reviewed and revised to leagues, tournaments, and budgeting. Unacceptable: 0% facilitate more efficient special events. Clinical Practice in PER 611 planning and implementation involve planning and of events. implementation of special GE 1, GE 2, GE 7 events. #2 - Plan a comprehensive Specific assignments in PER Exceeds Expectations: 30% Taskstream will be used to curriculum for physical 684 and PER 680. Target: 50% provide feedback on a more education based on national Acceptable: 10% consistent basis. and state standards, to include Unacceptable: 5% Content related to teaching objectives, teaching strategies, strategies and assessment will and assessments. be improved.

GE 1, GE 3 #3 - Demonstrate knowledge of Lab activities in HSE 636 and Exceeds Expectations: 30% Lab experiences were scientific principles of human PER 684. Target: 60% reviewed and revised to movement, including physical Acceptable: 10% emphasize application fitness assessment and Unacceptable: 0% techniques. planning, as they relate to the development and maintenance of healthy lifestyles.

III. Goals

-- For the Current Year

A. Goal # 1: Each faculty member will engage in some form of scholarly activity.

1. Institutional Goal which was supported by this goal: SP Goal # 4

2. Evaluation Procedure(s): Review of faculty meritorious achievement document.

3. Actual Results of Evaluation: Some faculty members did not participate in the expected amount of scholarly activity.

4. Use of Evaluation Results: The expectations of scholarly activity were outlined to each faculty member during their yearend evaluation.

B. Goal #2: Faculty use of technology for classes and scholarly activity will increase.

1. Institutional Goal which was supported by this goal: SP Goal # 1; QEP Goal # 2

3. Actual Results of Evaluation: 100% of all HPER faculty used educational technology for instructional purposes.

4. Use of Evaluation Results: Faculty was encouraged to utilize more technology and pursue the possibility of putting some courses fully online.

C. Goal #3: The HPER website will be improved and expanded to include all HPER personnel, programs, and activities.

1. Institutional Goal which was supported by this goal: SP Goal # 3,4; QEP Goal # 2

2. Evaluation Procedure(s): Review of the HPER website.

3. Actual Results of Evaluation: The HPER website was updated to include most but not all of the improvements noted.

4. Use of Evaluation Results: Continued work on the HPER website will be needed over the following year.

D. Goal #4: Collaboration projects with area schools and agencies will be continued.

106 1. Institutional Goal which was supported by this goal: SP Goal # 5

2. Evaluation Procedure(s): Review of faculty meritorious achievement document

3. Actual Results of Evaluation: Partnerships were formed with the Cleveland School District, Mississippi Sports Medicine and Orthopaedic Center, West Bolivar School District, North Sunflower School District, Mississippi Department of Health, and the United States Tennis Academy.

4. Use of Evaluation Results: Faculty was encouraged to continue the existing partnerships.

E. Goal #5: Recruiting efforts for HPER majors will be improved and expanded.

1. Institutional Goal which was supported by this goal: SP Goal # 2

3. Actual Results of Evaluation: Recruitment events were initiated and attended on a regular basis by the HPER Faculty.

4. Use of Evaluation Results: All faculty will be sent e-mail reminders of recruitment events and recruitment events will be posted on the HPER website and calendar.

-- For Coming Year(s)

A. Goal # 1: Devise instructional plans that include a semester by semester breakdown of courses for all degree programs in the Division of HPER.

1. Institutional Goal(s) supported by this goal: SP Goal # 2; QEP Goal # 4

2. Evaluation Procedure(s): Each program in HPER will have a new or revised instructional plan to be posted on the website that will assist students and faculty with advisement.

3. Expected Results: Student retention and CHP will increase in the Division of HPER.

107 4. Anticipated/Intended Uses of Evaluation Results: Results will indicate if the Division of HPER meets Delta State University initiatives to increase CHP and increase student retention.

B. Goal #2: Devise an assessment system which includes learning outcomes that are measurable and an assessment system for those outcomes for the degree programs in the division of HPER.

1. Institutional Goal(s) supported by this goal: SP Goal # 1

2. Evaluation Procedure(s): Unit Plan and Report 2008-2009.

3. Expected Results: Improve the assessment system in the HPER academic programs to include obtainable outcomes, useful assessment instruments, a useful system of data dissemination, and recommended programmatic changes.

4. Anticipated/Intended Uses of Evaluation Results: Evaluation results will be used to assess current programs in HPER.

C. Goal #3: Develop a shared division calendar which is updated regularly.

2. Evaluation Procedure(s): Weekly update will be posted on the HPER website calendar.

3. Expected Results: 100% of activities, deadlines, and events will be posted.

4. Anticipated/Intended Uses of Evaluation Results: Communication within the Division of HPER will be increased and all faculty will be aware of timelines, events, and other information.

D. Goal #4: Have a Division representative attend student recruitment activities on a regular basis.

2. Evaluation Procedure(s): Have representation from the Division of HPER at 75% or more of recruitment activities.

3. Expected Results: HPER Faculty members will attend all recruitment events unless schedule conflicts prevent attendance.

108 4. Anticipated/Intended Uses of Evaluation Results: Faculty will document their attendance of recruitment events in their annual meritorious achievement documents.

E. Goal #5: Improve the Division of HPER Website and make regular updates at a minimum of twice a month.

1. Institutional Goal(s) supported by this goal: SP Goal # 4; QEP Goal # 4

2. Evaluation Procedure(s): Keep a record of website updates.

3. Expected Results: Set baseline data this next year for improvement in years to come.

4. Anticipated/Intended Uses of Evaluation Results: Use results to establish goals for the Unit Plan and Report 2008-09.

Goal Institutional Baseline Year 1 Year 2 Year 3 Year Year Year Goal (AY 2008-09) (09-10) (09-10) (10-11) 4 5 6 (11- (12- (13- 12) 13) 14) A. Goal # 1: SP 2 All programs will The The instructional Determine if Devise instructional QEP 4 have accurate instructional plans of all having accurate plans that include a instructional plans of all programs will be instructional semester by plans. programs will updated. plans are semester breakdown be updated. assisting with of courses for all advisement and degree programs in student the Division of retention. HPER. B. Goal #2: Devise SP 1 Seek assistance Use the HPER Continue and Continue and as assessment from NASPE Unit Plan and update if update if system which consultant on Report to share necessary. necessary. includes learning outcomes and the revised outcomes that are possible assessment measurable and an assessment system and assessment system systems that will results.

109 for those. be accurate and outcomes for can be used in the degree programs conjunction with in the division of existing protocols HPER at DSU. C. Goal #3: SP 3 Develop and Poll HPER Use prior years Develop a shared update division faculty on the data to division calendar calendar. usefulness of a determine if a which is updated shared division shared division regularly. calendar. calendar is something that needs to be used or discontinued. D. Goal #4: Have a SP 2 Enter data on the Determine Analyze trend Determine Division HPER Division course of data on HPER actions based representative attend Calendar. action if this majors to not on trend data. student recruitment endeavor is not any increase or activities on a supported by decrease in regular basis. faculty. student enrollment. E. Goal #5: SP 4 Set baseline goals Analyze data Determine Improve the QEP 4 with HPER related to actions based on Division of HPER faculty. baseline goals. trend data. Website and make regular updates at a minimum of twice a month.

IV. Data and information for department:

110 The Division of Health, Physical Education, and Recreation offers the Bachelor of Science in Education degree in Health, Physical Education, and Recreation; the Bachelor of Science degree in Athletic Training; and the Bachelor of Science degree in Health, Physical Education, and Recreation that includes concentrations in Physical Education, Recreation, Sports Information, Sports Management, and Exercise Science. The advanced degree offered by the Division is the Master of Education in Health, Physical Education, and Recreation.

The Division of Health, Physical Education and Recreation has a two-fold responsibility. The first is to develop a campus-wide program of health, safety, physical education, and recreation experiences to help all students achieve and maintain a high level of mental, physical, and social competence. The second is to train teachers, coaches, fitness leaders, athletic trainers, and recreation leaders capable of advancing high standards in their profession.

Brief Description and/or Narrative of Programmatic Scope:

The Division of Health, Physical Education, and Recreation houses the following degree programs:  Bachelor of Science in Education in HPER - This degree provides initial licensure in Physical Education for K-12. The program is available at the Cleveland campus.  Bachelor of Science in HPER – This program is available at the Cleveland campus. The purpose of this program is to prepare quality students with a background in physical education.  Bachelor of Science in HPER Exercise Science – This program is available at the Cleveland campus. The purpose of this program is to prepare quality students with a background in physical education and a concentration in exercise science. These students should be able to function in various capacities as exercise physiologists who can provide exercise instruction, exercise prescription, and exercise testing.  Bachelor of Science in HPER Sports Information – This program is available at the Cleveland campus. The purpose of this program is to prepare quality students with a background in physical education and sports information. These students should be prepared to work in any environment with the dissemination of articles, statistics, and other information related to athletics.  Bachelor of Science in HPER Sports Management – This program is available at the Cleveland campus. The purpose of this program is to prepare quality students with a background in physical education and Sports Management. This program contains courses to prepare the student for admission to a Masters in Business Administration.  Bachelor of Science in HPER Recreation – This program is available at the Cleveland campus. The purpose of this program is to prepare quality students with a background in physical education and recreation.  Bachelor of Science in Athletic Training - This program is available at the Cleveland campus. The purpose of this program is to prepare quality students with a background in athletic training. This degree program is CAATE Accredited and the

111 completion of this program will allow students to sit for the BOC examination which is the national certification examination for athletic training. *  Master of Education Degree in Physical Education – This program is available at the Cleveland campus. The purpose of the Fa program is to prepare quality teachers who can teach at all levels. sh io Comparative Data (enrollment, CHP, majors, graduation rates, etc): n M Data and information for division: Health, Physical Education, and Recreation er A. Enrollment by Major 2007-2008 ch an ENROLLMENT BY MAJOR di Spring si Summer 2007 Fall 2007 2008 ng UG GR UG GR UG GR ha Athletic Training 12 0 36 0 33 0 s HPER 50 17 185 48 155 46 be en Total 62 17 221 48 188 46 co ns * Baseline data has just been established for 2007-2008 enrollment by major. There was no data from previous years for ol comparison. id at ed in to Fa m il y & C B. Number of Graduates 2007-2008 on su Athletic Training 7 m er 112 Sc ie nc es HPER - BS 26 HPER - BSE 8 HPER – BSGS 5 MEd 15 Total 07-08 61

Number of Graduates 2006-2007

Fall 06 41 Spring 07 34 Total 06-07 75

Number of Graduates 2005-2006

Fall 05 26 Spring 06 28 Total 05-06 54

C. Credit Hour Production 2007-2008

CREDIT HOUR PRODUCTION

113 Spring Summer 2007 Fall 2007 2008 UG GR UG GR UG GR HSE 124 24 657 48 768 48 PER 389 92 2095 149 1763 290 Total 513 116 2752 197 2531 338

CREDIT HOUR PRODUCTION 2006-2007

FALL ‘06 SPRING ‘07 UGR GR UGR GR

HSE 473 33 795 33

PER 2356 166 1630 206

CREDIT HOUR PRODUCTION 2005-2006

FALL ‘05 SPRING ‘06 UGR GR UGR GR

HSE 558 36 724 21

PER 2319 117 1896 279

D. Comparison of Enrollment by Concentration 2007-2008

Major Summer 07 Fall 07 Spring 08

114 UGR GR UGR GR UGR GR Athletic Training 12 0 36 0 33 0 HPER 50 17 185 40 155 46

* Athletic training is a new degree program and only one year of data has been collected. This is new baseline data for 2007-2008.

Grants, Contracts, Partnerships, Other Accomplishments:

 Fitness Tested for Sunflower Co. Schools.  Coordinated DSU Health Challenge.  Consultant for Physical Education Teachers in Ruleville Central Elementary and High Schools.  Consultant with the Cleveland School District for PEP Grant for all 10 schools in Cleveland School District.  Orthopedic Clinic for Mississippi Sports Medicine and Orthopaedic Center.  A collaborative effort between MS. Dept. of Ed., MS Tennis Assoc. and DSU, Division of HPER to host a USTA training session.  Curriculum Consultant from DSU Division of HPER to Sunflower County Schools ($100,000) for the John D. Bower Foundation Physical Activity Improvement Grant.  Curriculum Consultant from DSU Division of HPER to West Bolivar Schools ($100,000) for the John D. Bower Foundation Physical Activity Improvement Grant

Economic Development initiatives and/or impact:

 Provided fitness assessments for students, faculty, staff, and community members.

 Division employed 2 work study, and 3 GA’s.

 Partnered with Cleveland School District to manage a grant worth $201,000.00 dollars.

115 1. Describe the special efforts made in 2007-08 to employ, train, and promote members of the “other race.”

Two job openings were posted on websites that were dedicated to the hiring of diverse individuals.

Two members of the “other race” were employed as graduate assistants.

2. Describe faculty exchange arrangements between “other race” institutions and indicate the number of faculty members involved.

No formal exchange arrangements exist between the division and “other race” institutions; however, all HPER faculty are involved with professional organizations and routinely meet with members of other institutions in coordinating educational efforts in the profession.

3. Describe the special efforts made to assist incumbent minority personnel to upgrade credentials for promotions to higher ranked positions. Indicate the number of employees involved.

HPER has one minority faculty member and every effort has been made to accommodate and assist this faculty member in the pursuit of identified goals and initiatives.

Dr. Roger Blake was a guest lecturer in the ATEP.

No programs of this sort currently exist in the Division.

6. Identify new programs approved in 2007-08 which have the potential of attracting “other race” students and faculty members.

The Division continues to actively recruit “other race” students and faculty members.

7. Identify and describe efforts and accomplishments in strengthening existing programs and thereby attracting “other race” students

116 and faculty members.

HPER has been actively involved in outreach efforts in the school and community. Faculty members regularly supervise students in off campus locations. Grant opportunities have given students and faculty opportunities to interact with students in the Cleveland School District on a regular basis over the past year and will continue over the next two years.

V. Personnel:

FACULTY MEMBER DEGREE / UNIVERSITY FACULTY RANK Ph.D., University of John Alvarez Mississippi Associate Professor

M.S. Tim Colbert Ed.D candidate, DSU Instructor Director: ATEP Geoffry Alan Haines Ph.D., University of Assistant Professor Southern Mississippi M.S.E., Northwestern Julia Hobby State University / Adv. Assistant Professor Study, UNC-Greensboro Ed.D., University of Wayne Lee Southern Mississippi Visiting Professor

M.Ed., Livingston Bill Marchant University Assistant Professor

M.Ed., DSU Hunter Moore Instructor

Ed.D., University of Milton Wilder Alabama Professor

117 Noteworthy activities and accomplishments:

1. Teaching

Incorporated professional development activities for points in HPER courses Used Power Point presentations All courses were hybrid courses John Alvarez- team taught a course with Dr. Kathy Davis (FCS 343 Nutrition and Physical Fitness) John Alvarez - Developing Laboratory experience for HSE 336 John Alvarez - Procured new laboratory equipment John Alvarez - Implementing service learning opportunities/students will fitness test in the community Tim Colbert - Taught a writing intensive course in the ATEP Tim Colbert -Academic advisor to HPER and athletic training majors Tim Colbert -Provided clinical coordination for the ATEP that included securing clinical sites and making regular visits to the clinical sites Tim Colbert -Secured signed affiliated site agreements for all venues used for clinical instruction in the ATEP Tim Colbert -Trained all ATEP faculty, volunteers and part time instructors as Approved Clinical Instructors (ACIs) Tim Colbert -Instructor for CPR/AED for the Professional Rescuer Tim Colbert -Required ATEP to utilize the Roberts-Laforge Library in each course in the ATEP Tim Colbert -Required the ATS students to present a case study or PowerPoint in each ATEP course Tim Colbert -Taught a clinical or laboratory course each semester in which ATS’s treated patients under my direct supervision Tim Colbert -Accompanied students attending the Mississippi Athletic Trainers’ Educational Symposium Tim Colbert -Accompanied students who attended the SEATA Student Symposium in Atlanta, GA Tim Colbert -Accompanied over 20 DSU students to hear Dr. Ken Cooper talk at the Delta Regional Medical Center Pavilion Tim Colbert -Conducted exit interviews with each student in the ATEP at the end of each semester to provide them with an evaluation of their performance in the ATEP Alan Haines - Supervised eight student teachers in CUR 498 Wayne Lee - Introduced undergraduate and graduate students to the DSU library electronic database – WESTLAW- for physical activity administrative information and keeping abreast of state, regional, and federal laws and/or court cases related to our field of study.

118 Wayne Lee - Introduced undergraduate and graduate students to SPSS – Statistical Packages for the Social Sciences – for purposes of data analysis in sport and physical activity.

2. Scholarship

Alvarez, J. (2008) Mississippi in Motion Presentation: Resistance Training Basics, Delta State University, Cleveland, MS. Alvarez, J and Davis K. (2007) Living Healthy: Q & A Session Challenge. Panel Discussion at the ROMEA Student Conference. Cleveland, MS. Alvarez, J. (2008) Mississippi in Motion Presentation: Health Benefits Physical Activity, Delta State University, Cleveland, MS. Alvarez, J. (2008) Mississippi in Motion Presentation: Heart Health, Delta State University, Cleveland, MS. Alvarez, J. (2007) Study Skills Workshop: Hey, Didn’t I Learn that in Class Last Semester? Delta State University, Cleveland, MS. John Alvarez - In progress DSU Grant for Effects of Foam Rolling on Range of Motion. Tim Colbert -Maintained BOC Certification (80 CEU’s per 3 years) as a certified athletic trainer. Tim Colbert -Maintained Mississippi State Licensure as a certified athletic trainer Tim Colbert -Obtained certification as an X-ray technician. Tim Colbert -Attended 2007 Mississippi Athletic Trainers’ Educational Symposium. Tim Colbert -Attended 2008 SEATA Educators’ Conference in Atlanta, GA. Tim Colbert -Attended 2007 NATA Regulatory Conference in Omaha, Nebraska. Tim Colbert -Speaker at Mississippi Sports Medicine and Orthopaedic Center on Professional Conduct in Athletic Training. Tim Colbert -Advisory Board for the Delta Medical Digest. Tim Colbert -Presented a lecture and PowerPoint presentation at the 2007 Mississippi Athletic Trainers’ Educational Symposium entitled ATEP Curriculum and Computer Based Exam Update. Tim Colbert -Completed last 21 hours towards my terminal degree. Tim Colbert -Successfully completed doctoral comprehensive examination. Tim Colbert -Attended NCATE mini-retreat. Tim Colbert -Attended NCATE Chairs retreat. Tim Colbert -Attended talk on the re-design of teacher education (Blue Ribbon Committee). Tim Colbert -Met with NCATE Consultant regarding questions related to NASPE. Tim Colbert -Applied for a Technology Grant with Alan Haines (fall 2007).

119 Tim Colbert -Attended Town Hall meeting related to Mississippi teacher education re-design. Tim Colbert -Attended talk by one of the Mississippi Supreme Court Justices. Tim Colbert -Attended Thad Cochran Center for Rural School Leadership and Research orientation session. Tim Colbert -Attended a talk by Dr. Ken Cooper at the Delta Regional Medical Pavilion. Tim Colbert -Attended Depth of Knowledge Training. Tim Colbert -Attended the Writing Across the Curriculum spring retreat. Tim Colbert -Attended online course design training with Dr. Susan Hines. Alan Haines - Methods students attended a Health Fair in Mound Bayou and set up a Health/Wellness display and led exercise classes. Julia Hobby - Presentation on Physical Education Training for Elementary Classroom Teachers (K-6) to the

Cleveland School District in January and February 2008. Julia Hobby - Certified in Physical Education Curriculum Assessment Tool (with Health Schools – MS Department of Education.

Milton Wilder - Secondary Curriculum Consultant from DSU Division of HPER to Cleveland School District Carol M. White PEP grant. (3 years, approx. $400,000 per year). Wilder, M.R. (2007). “Ikey Carr” Memorial Lecture. Presented at the MS. Association of HPERD Annual Convention, Clinton, MS. Wilder, M.R. (2007). Risk Management and Legal Liability for Teachers and Coaches. Presented at the MS. Association of HPERD Annual Convention, Clinton, MS. Wilder, M.R. (2007). Successes for the Heart of Southern District AHPERD. Presented at the MS. Association of HPERD Annual Convention, Clinton, MS. Wilder, M.R. (2007). Risk Management and Legal Liability for Teachers and Coaches. Presented at the LA. Association of HPERD Annual Convention, Baton Rouge, LA. Wilder, M.R. (2007. Ethical Dilemmas for Coaches; Money and Winning, are They Creating Ethical Dilemmas for Coaches? . Presented at the LA. Association of HPERD Annual Convention, Baton Rouge, LA. Wilder, M.R. (2007. Ethical Dilemmas for Coaches; Money and Winning, are They Creating Ethical Dilemmas for Coaches? Presented at the TN. Association of HPERD Annual Convention, Franklin, TN. Milton Wilder - Review board, Journal of Physical Education, Recreation and Dance (JOPERD), 1996-present

120 Peer reviewed national journal for the American Alliance for Health, Physical Education, Recreation and Dance. Reviewed 3 articles. Milton Wilder - Grant reviewer, La Board of Regents, 2006. Grant totaling $287,000 over three year period.

3. Service

John Alvarez - Chair, University Wellness Committee John Alvarez - Member DSU Health and Wellness Day Committee John Alvarez - Member Faculty Senate John Alvarez - Chair Faculty Senate Academic Affairs Committee John Alvarez - Advisor P.E. Majors Club John Alvarez - Campus Ministry for 1st Presbyterian Church John Alvarez - Member Faculty Retention Taskforce John Alvarez - Member Research Committee John Alvarez - Member Research Symposium Committee John Alvarez - Member division undergraduate and graduate curriculum committees John Alvarez - Member MAHPERD John Alvarez - Fitness Tested for Sunflower Co. Schools John Alvarez - Coordinate DSU Health Challenge John Alvarez - Coordinate campus Fitness Testing John Alvarez - Consultant for Physical Education Teachers in Ruleville Central Elementary and High Schools. John Alvarez - Consultant with the Cleveland School District for PEP Grant for all 10 schools in Cleveland School District Tim Colbert -Provided service to the athletic department and community as an athletic trainer during clinical duties for the ATEP Tim Colbert -Assisted with DSU student/athlete pre-participation physicals Tim Colbert -Take X-rays at Mississippi Sports Medicine and Orthopaedic Center on campus orthopedic clinic Tim Colbert -Assists Mississippi Sports Medicine and Orthopaedic Center during their orthopaedic clinic on the

Delta State University campus Tim Colbert -Member of the National Athletic Trainers’ Association Tim Colbert -Member of the Southeastern Athletic Trainers’ Association Tim Colbert -Member of the Mississippi Athletic Trainers’ Association

121 Tim Colbert -Currently on the Bolivar Medical Center Board of Trustees Tim Colbert -Master of Ceremonies for the 2007 MATA Hall of Fame Induction Ceremony Tim Colbert -Writing Across the Curriculum Committee Tim Colbert -ATEP Curriculum Committee Tim Colbert -Health and Wellness Committee Tim Colbert -NCATE Standard 5 Committee Tim Colbert -HPER proxy to the faculty senate Tim Colbert -Routinely evaluate faculty, staff, and private patients for treatment and referral Tim Colbert -Treated faculty, staff, and private patients free of charge in the athletic training facilities Tim Colbert -Assisted with COE tent set up and take down for DSU football games Tim Colbert -Attended fall commencement and served as a Marshall Tim Colbert -Athletic trainer for the Max Emfinger High School All American Bowl with 3 ATS students Tim Colbert -Attended spring recruitment day with 6 HPER students Tim Colbert -Sponsor of the Sports Medicine Society (student organization) Tim Colbert -Reviewed doctoral portfolios (spring 2008) Wayne Lee - Current president of DSU Athletic Alumni Association Wayne Lee - Currently serving as a board member of the DSU Alumni Board and the Athletic Alumni Board of

Directors Wayne Lee - Responsible for the DSU Coaches Hall of Fame and Sports Hall of Fame reception and induction ceremonies in the spring Wayne Lee - Current member of the DSU Sports Hall of Fame and Coaches Hall of Fame committees Bill Marchant - Coordinator of Athletic Alumni Association and the Alumni Coaches and Sports Hall of Fame reception and banquet Bill Marchant - Coordinator of the Athletic Alumni Association “Telethon” to raise money for the Alumni Coaches & Sports Hall of Fame Banquet and the Athletic Banquet Bill Marchant - Coordinator of the Wyatt Golf Tournament in the fall and the Athletic Alumni Golf Tournament

in the spring Milton Wilder - Chair, Division Chair Search Committee spring-07 Milton Wilder - Member, Division Chair Search Committee spring-08 Milton Wilder - Member, NCATE Accreditation Committee current Milton Wilder - Appointed, College of Education representative to the Graduate Council for -08-09

122 Milton Wilder - Coordinator of Division Graduate Programs, 1988-present Milton Wilder - Chair, Graduate Curriculum Committee, 2000-present Milton Wilder - Chair, Division Tenure and Promotion Committee, 2000-present National: American Alliance for Health, Physical Education, Recreation and Dance: Milton Wilder - Constitution and By-Laws Committee 2006-09 Milton Wilder - Member committee to revise the By-Laws of the American Alliance of Health, Physical Education, Recreation and Dance. Feb. ‘08 Milton Wilder - Delegate to the Alliance Assembly (as Pres. from Southern District) 2008-09, District: Southern District of the American Alliance for HPERD : Milton Wilder - President 2008-09 Milton Wilder - Board of Directors ’07-‘10 Milton Wilder - Delegate to the Representative Assembly ‘08 MS Association for Health, Physical Education, Recreation and Dance: Milton Wilder - Parliamentarian, 2005-08 Milton Wilder - Chair, Constitution and By-Laws Committee 2005-08 Milton Wilder - Curriculum Consultant from DSU Division of HPER to Sunflower County Schools ($100,000) for the John D. Bower Foundation Physical Activity Improvement Grant Milton Wilder - Curriculum Consultant from DSU Division of HPER to West Bolivar Schools ($100,000) for the John D. Bower Foundation Physical Activity Improvement Grant Milton Wilder - Mississippi Alliance for School Health (MASH). Vice-President 2001-Oct. ‘07 Milton Wilder - Board of Directors 1995-Present, Conference planning committee, 2001-Present Milton Wilder - CEU coordinator for teachers at the Mississippi Alliance for School Health (MASH) annual conference. Sept. ’07, Philadelphia, MS Milton Wilder - Prevention 2000 Advisory Board, Mississippi State Department of Health, 1994- present Milton Wilder - Site Coordinator, Regional Training workshop, Tennis Training workshop, for public school physical educators. A collaborative effort between MS. Dept. of Ed., MS Tennis Assoc. and DSU, Division of HPER. Sept. ‘07 Milton Wilder - Rotary International, District 6800, Assistant-District Governor 2005-08

New position(s) requested, with justification: No new positions are requested at this time.

Recommended change of status: None

123 VI. Degree Program Addition/Deletions and/or Major Curriculum Changes:

Changes made in the past year:

No changes were made this past year.

Recommended changes for the coming year(s):

In order to purchase needed items for numerous laboratory courses lab fees need to be added to several courses. These requested laboratory fees will help offset the expense of maintaining and buying equipment, and providing sanitary measures for laboratory participants. The laboratory courses in the ATEP need to be separated from 4 hour courses to 3 hour courses with 1 hour laboratories. This change will allow more students to be enrolled in the didactic portion of the course thereby increasing credit hour production and allowing students from other disciplines to take ATEP courses which interest them.

HPER will identify and offer courses that can be taught through hybrid and online methods in an attempt to increase enrollment and reach new geographic areas.

124 Appendix A DELTA STATE UNIVERSITY COLLEGE OF EDUCATION

STUDENT TEACHER ASSESSMENT INSTRUMENT - (STAI) SCORING SHEET FOR DSU SUPERVISOR SUBMIT TO THE OFFICE OF FIELD EXPERIENCES

STUDENT TEACHER: EVALUATOR:

SCHOOL/ GRADE:

SEMESTER/YEAR:

USE REFERENCE GUIDE TO ASSESS PERFORMANCE - 3 IS MINIMUM.

APPRAISAL SCALE: 1 - INEFFECTIVE, UNACCEPTABLE PRACTICE 3 - ACCEPTABLE, SAFE TO PRACTICE 2 - MARGINALLY ACCEPTABLE PRACTICE 4 - OUTSTANDING, EFFECTIVE PRACTICE

STAI FORMATIVE FORMATIVE FINAL INDICATORS ASSESSMENT ASSESSMENT ASSESSMENT COMMENTS I. PLANNING AND PREPARATION (PORTFOLIO) 1. Clearly-stated learner objectives

2. Teaching procedures

3. Content, materials, and media 4. Assessment procedures and materials

125 5. Uses information about students

6. Uses knowledge of students needs, interests, and experiences 7. Plans lessons that integrate knowledge from several subject areas 8. Incorporates multiculturalism and diversity in lessons II. COMMUNICATION AND INTERACTION 9. Uses acceptable written, oral, and nonverbal communication

10. Communicates high expectations 11. Communicates with sensitivity to diversity 12. Listens and responds appropriately 13. Builds and sustains classroom climate 14. Opportunities for students to cooperate, communicate, and interact 15. Establishes relationships with parents

III. TEACHING FOR LEARNING

16. Displays knowledge of subject 17. Displays enthusiasm for teaching and learning 18. Uses knowledge of students' understandings and experiences

19. Uses a variety of strategies 20. Provides experiences to accommodate differences

21. Relates concepts

22. Gives directions 23. Incorporates technology and resources

126 24. Opportunities for problem-solving and critical thinking 25. Uses questioning to identify misconceptions and monitor work

26. Uses higher-order question

27. Uses community resources 28. Adjusts strategies in response to learner feedback 29. Uses adequate wait time for responses

30. Gives timely feedback IV. MANAGING THE LEARNING ENVIRONMENT 31. Demonstrates fairness and support to achieve learning environment

32. Uses instructional time effectively 33. Monitors participation in learning activities 34. Establishes routines for procedural tasks with student delegation

35. Applies classroom management 36. Analyzes environment to enhance relationships, motivation, and learning 37. Utilizes responses to pace learning, start new work, and reteach 38. Organizes time, space, activities, and materials V. ASSESSMENT OF STUDENT LEARNING 39. Communicates assessment criteria and standards

40. Uses a variety of assessments 41. Encourages student responsibility for learning and self-evaluation

127 42. Maintains records of work and communicates progress to students, parents, and colleagues

VI. PROFESSIONALISM AND PARTNERSHIPS (9, 10) ASSESSED USING DISPOSITIONS RATING SCALE

ADDITIONAL COMMENTS:

PLEASE CIRCLE YOUR RECOMMENDATION:

128 1. RECOMMENDED FOR TEACHING 2. NOT RECOMMENDED

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DSU SUPERIVSOR DIRECTOR OF FIELD EXPERIENCES

DATE DATE

129 Appendix B Contextual Factors Rubric TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning. Rating → 1 2 3 Score Indicator ↓ Indicator Not Met Indicator Partially Indicator Met Met Knowledge of Teacher displays Teacher displays some Teacher displays a Community, School minimal, irrelevant, or knowledge of the comprehensive and Classroom biased knowledge of characteristics of the understanding of the Factors the characteristics of community, school, characteristics of the the community, school, and classroom that may community, school, and classroom. affect learning. and classroom that may affect learning. Knowledge of Teacher displays Teacher displays Teacher displays Characteristics of minimal, stereotypical, general knowledge of general & specific Students or irrelevant knowledge student differences understanding of of student differences (e.g., development, student differences (e.g. development, interests, culture, (e.g., development, interests, culture, abilities/ interests, culture, abilities/ disabilities) that may abilities/ disabilities). affect learning. disabilities) that may affect learning. Knowledge of Teacher displays Teacher displays Teacher displays Students’ Varied minimal, stereotypical, general knowledge general & specific Approaches to or irrelevant knowledge about the different understanding of the Learning about the different ways students learn different ways students ways students learn (e.g., learning styles, learn (e.g., learning (e.g., learning styles, learning modalities). styles, learning learning modalities). modalities) that may affect learning.

130 Knowledge of Teacher displays little Teacher displays Teacher displays Students’ Skills or irrelevant knowledge general knowledge of general & specific And Prior Learning of students’ skills and students’ skills and understanding of prior learning. prior learning that may students’ skills and affect learning. prior learning that may affect learning. Implications for Teacher does not Teacher provides Teacher provides Instructional provide implications general implications for specific implications Planning and for instruction and instruction and for instruction and Assessment assessment based on assessment based on assessment based on student individual student individual student individual differences and differences and differences and community, school, community, school, community, school, and classroom and classroom and classroom characteristics OR characteristics. characteristics. provides inappropriate implications.

131 Learning Goals Rubric TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals. Rating → 1 2 3 Score Indicator ↓ Indicator Not Met Indicator Partially Indicator Met Met Significance, Goals reflect only one Goals reflect several Goals reflect several Challenge and Variety type or level of types or levels of types or levels of learning. learning but lack learning and are significance or significant and challenge. challenging. Clarity Goals are not stated Some of the goals are Most of the goals are clearly and are clearly stated as clearly stated as activities rather than learning outcomes. learning outcomes. learning outcomes.

Appropriate- Goals are not Some goals are Most goals are ness for Students appropriate for the appropriate for the appropriate for the development; pre- development; pre- development; prerequisite knowledge, requisite knowledge, requisite knowledge, skills, experiences; or skills, experiences; and skills, experiences; and other student needs. other student needs other student needs. Alignment with Goals are not aligned Some goals are aligned Most of the goals are National, State or with national, state or with national, state or explicitly aligned with Local Standards local standards. local standards. national, state or local standards.

132 Assessment Plan Rubric TWS Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction. Rating → 1 2 3 Score Indicator ↓ Indicator Not Met Indicator Partially Indicator Met Met Alignment with Content and methods Some of the learning Each of the learning Learning Goals and of assessment lack goals are assessed goals is assessed Instruction congruence with through the assessment through the assessment learning goals or lack plan, but many are not plan; assessments are cognitive complexity. congruent with learning congruent with the goals in content and learning goals in cognitive complexity. content and cognitive complexity. Clarity of Criteria The assessments Assessment criteria Assessment criteria are and Standards for contain no clear criteria have been developed, clear and are explicitly Performance for measuring student but they are not clear or linked to the learning performance relative to are not explicitly linked goals. the learning goals. to the learning goals.

Multiple Modes and The assessment plan The assessment plan The assessment plan Approaches includes only one includes multiple includes multiple assessment mode and modes but all are either assessment modes does not assess pencil/paper based (i.e. (including performance students before, during, they are not assessments, lab and after instruction. performance reports, research assessments) and/or do projects, etc.) and not require the assesses student integration of performance knowledge, skills and throughout the reasoning ability. instructional sequence.

133 Technical Soundness Assessments are not Assessments appear to Assessments appear to valid; scoring have some validity. be valid; scoring procedures are absent Some scoring procedures are or inaccurate; items or procedures are explained; most items prompts are poorly explained; some items or prompts are clearly written; directions and or prompts are clearly written; directions and procedures are written; some procedures are clear to confusing to students. directions and students. procedures are clear to students. Adaptations Based Teacher does not adapt Teacher makes Teacher makes on the Individual assessments to meet the adaptations to adaptations to Needs of Students individual needs of assessments that are assessments that are students or these appropriate to meet the appropriate to meet the assessments are individual needs of individual needs of inappropriate. some students. most students.

134 Design for Instruction Rubric TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Rating → 1 2 3 Score Indicator↓ Indicator Not Met Indicator Partially Met Indicator Met

Alignment with Learning Few lessons are explicitly Most lessons are explicitly All lessons are explicitly Goals linked to learning goals. Few linked to learning goals. Most linked to learning goals. All learning activities, learning activities, learning activities, assignments and resources assignments and resources assignments and resources are aligned with learning are aligned with learning are aligned with learning goals. Not all learning goals goals. Most learning goals are goals. All learning goals are are covered in the design. covered in the design. covered in the design.

Accurate Representation of Teacher’s use of content Teacher’s use of content Teacher’s use of content Content appears to contain numerous appears to be mostly appears to be accurate. Focus inaccuracies. Content seems accurate. Shows some of the content is congruent to be viewed more as isolated awareness of the big ideas or with the big ideas or structure skills and facts rather than as structure of the discipline. of the discipline. part of a larger conceptual structure.

Lesson and Unit Structure The lessons within the unit The lessons within the unit All lessons within the unit are are not logically organized have some logical logically organized and organization (e.g., organization and appear to be appear to be useful in moving sequenced). somewhat useful in moving students toward achieving the students toward achieving the learning goals. learning goals.

Use of a Variety of Little variety of instruction, Some variety in instruction, Significant variety across Instruction, Activities, activities, assignments, and activities, assignments, or instruction, activities, Assignments and Resources resources. Heavy reliance on resources but with limited assignments, and/or textbook or single resource contribution to learning. resources. This variety makes (e.g., work sheets). a clear contribution to learning.

Use of Contextual Instruction has not been Some instruction has been Most instruction has been Information and Data to designed with reference to designed with reference to designed with reference to Select Appropriate and contextual factors and pre- contextual factors and pre- contextual factors and pre- Relevant Activities, assessment data. Activities assessment data. Some assessment data. Most Assignments and Resources and assignments do not activities and assignments activities and assignments appear productive and appear productive and appear productive and appropriate for each student. appropriate for each student. appropriate for each student.

135 Use of Technology Technology is Teacher uses technology but Teacher integrates inappropriately used OR it does not make a significant appropriate technology that teacher does not use contribution to teaching and makes a significant technology, and no (or learning OR teacher provides contribution to teaching and inappropriate) rationale is limited rationale for not using learning OR provides a provided. technology. strong rationale for not using technology.

136 Instructional Decision-Making Rubric TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions. Rating → 1 2 3 Score Indicator ↓ Indicator Not Met Indicator Partially Indicator Met Met Sound Professional Many instructional Instructional decisions Most instructional Practice decisions are are mostly appropriate, decisions are inappropriate and not but some decisions are pedagogically sound pedagogically sound. not pedagogically (i.e., they are likely to sound. lead to student learning). Modifications Based Teacher treats class as Some modifications of Appropriate on Analysis of “one plan fits all” with the instructional plan modifications of the Student Learning no modifications. are made to address instructional plan are individual student made to address needs, but these are not individual student based on the analysis needs. These of student learning, modifications are best practice, or informed by the contextual factors. analysis of student learning/performance, best practice, or contextual factors. Include explanation of why the modifications would improve student progress. Congruence Between Modifications in Modifications in Modifications in Modifications and instruction lack instruction are instruction are Learning Goals congruence with somewhat congruent congruent with learning goals. with learning goals. learning goals.

137 Analysis of Student Learning Rubric TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Rating → 1 2 3 Score Indicator ↓ Indicator Not Met Indicator Partially Indicator Met Met Clarity and Accuracy Presentation is not clear Presentation is Presentation is easy to of Presentation and accurate; it does understandable and understand and not accurately reflect contains few errors. contains no errors of the data. representation. Alignment with Analysis of student Analysis of student Analysis is fully Learning Goals learning is not aligned learning is partially aligned with learning with learning goals. aligned with learning goals and provides a goals and/or fails to comprehensive profile provide a of student learning for comprehensive profile the whole class, of student learning subgroups, and two relative to the goals for individuals. the whole class, subgroups, and two individuals. Interpretation of Interpretation is Interpretation is Interpretation is Data inaccurate, and technically accurate, meaningful, and conclusions are missing but conclusions are appropriate conclusions or unsupported by data. missing or not fully are drawn from the supported by data. data. Evidence of Impact Analysis of student Analysis of student Analysis of student on Student Learning learning fails to include learning includes learning includes evidence of impact on incomplete evidence of evidence of the impact student learning in the impact on student on student learning in terms of numbers of learning in terms of terms of number of students who achieved numbers of students students who achieved and made progress who achieved and and made progress toward learning goals. made progress toward toward each learning learning goals. goal.

138 Reflection and Self-Evaluation Rubric TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Rating → 1 2 3 Score Indicator ↓ Indicator Not Met Indicator Partially Indicator Met Met Interpretation of No evidence or reasons Provides evidence but Uses evidence to Student Learning provided to support no (or simplistic, support conclusions conclusions drawn in superficial) reasons or drawn in “Analysis of “Analysis of Student hypotheses to support Student Learning” Learning” section. conclusions drawn in section. Explores “Analysis of Student multiple hypotheses for Learning” section. why some students did not meet earning goals. l Insights on Effective Provides no rationale Identifies successful Identifies successful Instruction and for why some activities and unsuccessful and unsuccessful Assessment or assessments were activities or activities and more successful than assessments and assessments and others. superficially explores provides plausible reasons for their reasons (based on success or lack thereof theory or research) for (no use of theory or their success or lack research). thereof. Alignment Among Does not connect Connects learning Logically connects Goals, Instruction and learning goals, goals, instruction, and learning goals, Assessment instruction, and assessment results in instruction, and assessment results in the discussion of assessment results in the discussion of student learning and the discussion of student learning and effective instruction, student learning and effective instruction but misunderstandings effective instruction. and/or the connections or conceptual gaps are are irrelevant or present. inaccurate.

139 Implications for Provides no ideas or Provides ideas for Provides ideas for Future Teaching inappropriate ideas for redesigning learning redesigning learning redesigning learning goals, instruction, and goals, instruction, and goals, instruction, and assessment but offers assessment and assessment. no rationale for why explains why these these changes would modifications would improve student improve student learning. learning. Implications for Provides no Presents professional Presents a small Professional professional learning learning goals that are number of professional Development goals or goals that are not strongly related to learning goals that not related to the the insights and clearly emerge from the insights and experiences described insights and experiences described in this section and/or experiences described in this section. provides a vague plan in this section. for meeting the goals. Describes specific steps to meet these goals.

140 Design for Instruction in Elementary/Secondary Education Rubric TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts in elementary education.

Rating Indicator 1 2 3 Indicator Not Met Indicator Partially Indicator Score Met Met Alignment with Few lessons are Most lessons are All lessons are Mississippi explicitly linked to explicitly linked to explicitly linked to Curricular the Mississippi the Mississippi the Mississippi Standards Curricular Curricular Curricular Standards. Standards. Standards. Selection and The plans for the The plans for the The teacher creates Integration of unit are generic to unit are generic to plans where all Content the grade level, with the grade level, with children can learn, little or no partial integration of integrating the connection between language content areas of the various content arts/reading, elementary areas. Goals for mathematics, education (language IEPS are absent science, social arts/reading, from the plans. studies, the arts, and mathematics, physical education. science, social Goals from IEPs are studies, the arts, minimal or absent physical education) from the plans. and goals from IEPs into daily activities and routines. Language Arts The language arts The lessons provide The lessons provide and Reading and reading lesson a limited focus on specific activities are separate from the the various types of that help students other subjects and language arts and identify the various isolated from other reading purposes purposes of reading learning and activities. and writing experiences. (narrative, expository, technical, and persuasive) and speaking, listening, and viewing. Mathematics and Math and science are Memorization of Describe the use of

141 Science taught at the facts is inquiry in knowledge level supplemented with mathematics and with primary focus isolated problems science lessons, on memorization of and application of connecting both to facts. knowledge. real life situations allowing for discover and application of knowledge. Social Science The social sciences The social sciences Describe how the are taught are taught as social sciences incidentally or add separate aspects of connect various on to the classroom culture with the use elements of culture activities. of single sources to and the use of study relevant resources, data, events, processes, sources, and tools people, and regions. are used to interpret information. The Arts The arts activities The arts activities The teacher are left to the special seem contrived and describes the area teacher. an add-on to the strategies that regular classroom. actively engage students in creating, performing and responding to the arts. Physical Education The P.E. and The teacher provides The teacher and Health movement activities for outdoor play and describes the are left to the special P.E., but doesn’t activities and area teacher. incorporate strategies for healthy information about lifestyles that health and lifestyle. include play and physical activity. Selection of Little or no The teacher The teacher Instructional information is describes how they describes the Materials provided on how and evaluated or why evaluation procedure why reading and they selected the and selected the curriculum materials reading and appropriateness of were selected. curriculum materials the reading and used in the lesson. curriculum materials

142 used in the lessons.

143 Research-based Practice Rubric TWS standard: The teacher relates teacher work sample methodology to current scientific research and practice.

Rating 1 2 3 Indicator Indicator Not Indicator Indicator Met Score Met Partially Met Contextual Factors

Learning Goals Assessment Plan Design for Instruction Instructional Decision Making Analysis of Student Learning Design for Instruction in Elementary Education Reflection and Self-Evaluation

144 All annotated articles will be evaluated according to the following criteria:

1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Candidate provides Candidate provides some Candidate provides relevant minimal, irrelevant, or research in support of the research base in support of biased research in support of component and links the component and links the component; research research to some of the research to all elements of base does not support each elements of the component, the component, research of the linkages to NPTBS or research base partially base fully supports linkage are minimal, trivial, or supports linkage of to NPTBS and is always inappropriate; research base components to NPTBS; properly cited and is not properly cited and/or research base is sometimes constitutes a scientific does not constitute a properly cited and/or source. scientific source. sometimes constitutes a scientific source.

145 Appendix C ATEP Student Presentation Rubric

Category Excellent Good Fair Poor 4 3 2 1

n Information presented in a Information presented in a Audience has difficulty Audience cannot understand o i t logical, interesting sequence logical sequence which following presentation presentation a z

i which audience can follow. audience can follow. n a g r O s

d Visual aids and handouts are Visual aids and handouts Minimal visual aids and Superfluous visual aids and i

A creative and especially helpful explain and reinforce oral handouts are used but these handouts or no aids and

a to audience’s understanding presentation. are not especially supportive handouts at all. u s

i of presentation. of presentation. V

s t u o d n a H e l Presenter uses a clear voice Presenter’s voice is clear and Presenter’s voice is too low or Presenter mumbles and is too y t and correct, precise pronounces most words too loud. loud or too soft spoken. S

n pronunciation of terms so that correctly. o i

t all audience members can Most words are pronounced Many terms are a t hear presentation. Audience can hear correctly. mispronounced and student n e

s presentation and eye contact does not appear to be e

r Presenter maintains eye is maintained most of the Presenter tends to read much energetic about topic. P contact with audience, time. of presentation. appears energetic, and keeps Much of presentation is read presentation to the appropriate Length is appropriate. Presentation is somewhat too so that eye contact with length. long or too short. audience is poor.

Presentation is more than 10 minutes too long or too short.

146 Subject Knowledge explanations. examplesand originalgives engagement, audience and answer maintains questions, cantopic, knowledge of Presenter demonstrates full audience engagement. elaboratemaintain or doesquestions, not but ableansweristopic, to easePresenteratis with the 147 questions. answer only rudimentary able is information and to uncomfortable with Presenter appears about the subject.aboutthe and answer cannotquestions have a grasp of information Presenterdoesnottoappear

Appendix D Risk Management Competencies and Proficiencies

Competency Code Competency RM-C1 Explain the risk factors associated with physical activity.

RM-C2 Identify and explain the risk factors associated with common congenital and acquired abnormalities, disabilities, and diseases.

RM-C3 Identify and explain the epidemiology data related to the risk of injury and illness related to participation in physical activity.

RM-C4 Identify and explain the recommended or required components of a preparticipation examination based on appropriate authorities’ rules, guidelines, and/or recommendations.

RM-C5 Describe the basic concepts and practice of wellness screening.

RM-C6 Describe the general principles of health maintenance and personal hygiene, including skin care, dental hygiene, sanitation, immunizations, avoidance of infectious and contagious diseases, diet, rest, exercise, and weight control.

RM-C7 Explain the importance for all personnel to maintain current certification in CPR, automated external defibrillator (AED), and first aid.

148 RM-C8 Explain the principles of effective heat loss and heat illness prevention programs. Principles include, but are not limited to, knowledge of the body’s thermoregulatory mechanisms, acclimation and conditioning, fluid and electrolyte replacement requirements, proper practice and competition attire, and weight loss.

RM-C9 Explain the accepted guidelines, recommendations, and policy and position statements of applicable governing agencies related to activity during extreme weather conditions.

RM-C10 Interpret data obtained from a wet bulb globe temperature (WGBT) or other similar device that measures heat and humidity to determine the scheduling, type, and duration of activity.

RM-C11 Explain the importance and use of standard tests, test equipment, and testing protocol for the measurement of cardiovascular and respiratory fitness, body composition, posture, flexibility, muscular strength, power, and endurance

RM-C12 Explain the components and purpose of periodization within a physical conditioning program

RM-C13 Identify and explain the various types of flexibility, strength training, and cardiovascular conditioning programs. This should include the expected effects (the body’s anatomical and physiological adaptation), safety precautions, hazards, and contraindications of each.

RM-C14 Explain the precautions and risks associated with exercise in special populations.

RM-C15 Describe the components for self-identification of the warning signs of cancer.

149 RM-C16 Explain the basic principles associated with the use of protective equipment, including standards for the design, construction, fit, maintenance and reconditioning of protective equipment; and rules and regulations established by the associations that govern the use of protective equipment; and material composition.

RM-C17 Explain the principles and concepts related to prophylactic taping, wrapping, bracing, and protective pad fabrication

RM-C18 Explain the principles and concepts related to the fabrication, modification, and appropriate application or use of orthotics and other dynamic and static splints. This includes, but is not limited to, evaluating or identifying the need, selecting the appropriate manufacturing material, manufacturing the orthosis or splint, and fitting the orthosis or splint.

RM-C19 Explain the basic principles and concepts of home, school, and workplace ergonomics and their relationship to the prevention of illness and injury.

RM-C20 Recognize the clinical signs and symptoms of environmental stress.

RM-P1 Instruct the patient how to properly perform fitness tests to assess his or her physical status and readiness for physical activity. Interpret the results of these tests according to requirements established by appropriate governing agencies and/or a physician. These tests should assess:

RM-P1.1 Flexibility RM-P1.2 Strength RM-P1.3 Power RM-P1.4 Muscular Endurance RM-P1.5 Agility RM-P1.6 Cardiovascular Endurance RM-P1.7 Speed

150 RM-P2 Develop a fitness program appropriate to the patient’s needs and selected activity or activities that meet the requirements established by the appropriate governing agency and/or physician for enhancing:

RM-P2.1 Flexibility RM-P2.2 Strength RM-P2.3 Power RM-P2.4 Muscular Endurance RM-P2.6 Agility RM-P2.6 Cardiovascular Endurance RM-P2.7 Speed RM-P3 Instruct a patient regarding fitness exercises and the use of weight training equipment to include correction or modification of inappropriate, unsafe, or dangerous lifting techniques.

RM-P4 Select and fit appropriate standard protective equipment on the patient for safe participation in sport and/or physical activity. This includes but is not limited to:

RM-P4.1 Shoulder Pads RM-P4.2 Helmet/Headgear RM-P4.3 Footwear RM-P4.4 Mouthguard RM-P4.5 Prophylactic Knee Brace RM-P4.6 Prophylactic Ankle Brace RM-P4.7 Other Equipment (as appropriate) RM-P5 Select, fabricate, and apply appropriate preventive taping and wrapping procedures, splints, braces, and other special protective devices. Procedures and devices should be consistent with sound anatomical and biomechanical principles.

RM-P6 Obtain, interpret, and make decisions regarding environmental data. This includes, but is not limited to the ability to:

151 RM-P6.1 Operate a sling psychrometer and/or wet bulb globe index

RM-P6.2 Formulate and implement a comprehensive, proactive emergency action plan specific to lightening safety

RM-P6.3 Access local weather/environmental information

RM-P6.4 Assess hydration status using weight charts, urine color charts, or specific gravity measurements

RM-CP1 Plan, implement, evaluate, and modify a fitness program specific to the physical status of the patient. This will include instructing the patient in proper performance of the activities and the warning signs and symptoms of potential injury that may be sustained. Effective lines of communication shall be established to elicit and convey information about the patient’s status and the prescribed program. While maintaining patient confidentiality, all aspects of the fitness program shall be documented using standardized record-keeping methods.

RM-CP2 Select, apply, evaluate, and modify appropriate standard protective equipment and other custom devices for the patient in order to prevent and/or minimize the risk of injury to the head, torso, spine and extremities for safe participation in sport and/or physical activity. Effective lines of communication shall be established to elicit and convey information about the patient’s situation and the importance of protective devices to prevent and/or minimize injury.

RM-CP3 Demonstrate the ability to develop, implement, and communicate effective policies and procedures to allow safe and efficient physical activity in a variety of environmental conditions. This will include obtaining, interpreting, and recognizing potentially hazardous environmental conditions and making the appropriate recommendations for the patient and/or activity. Effective lines of communication shall be established with the patient, coaches and/or appropriate officials to elicit and convey information about the potential hazard of the environmental condition and the importance of implementing appropriate strategies to prevent injury.

152 Pathology Competencies and Proficiencies

Competency Code Competency PA-C1 Describe the essential components of a typical human cell. Include the normal structure and the function of each component and explain the abnormal symptoms associated with injury, illness, and disease.

PA-C2 Explain gross cellular adaptations in response to stress, injury, or disease (e.g., atrophy, hypertrophy, differentiation, hyperplasia, metaplasia, and tumors).

PA-C3 Explain normal and abnormal circulation and the physiology of fluid homeostasis.

PA-C4 Identify the normal acute and chronic physiological and pathological responses (e.g., inflammation, immune response, and healing process) of the human body to trauma, hypoxia, microbiologic agents, genetic derangements, nutritional deficiencies, chemicals, drugs, and aging affecting the musculoskeletal and other organ systems, and musculoskeletal system adaptations to disuse.

PA-C5 Describe the etiology, pathogenesis, pathomechanics, signs, symptoms, and epidemiology of common orthopedic injuries, illnesses and diseases to the body’s systems.

PA-C6 Describe the body’s responses to physical exercise during common diseases, illnesses, and the injury.

Diagnosis Competencies and Proficiencies

153 Competency Code Competency DI-C1 Demonstrate knowledge of the systems of the human body.

DI-C2 Describe the anatomical and physiological growth and development characteristics as well as gender differences across the lifespan.

DI-C3 Describe the physiological and psychological effects of physical activity and their impact on performance.

DI-C4 Explain directional terms and cardinal planes used to describe the body and the relationship of its parts.

DI-C5 Describe the principles and concepts of body movement including functional classification of joints, arthrokinematics, normal ranges of joint motion, joint action terminology, and muscle groups responsible for joint actions (prime movers, synergists), skeletal muscle contraction, and kinesthesis/proprioception.

DI-C6 Describe common techniques and procedures for evaluating common injuries including taking a history, inspection/observation, palpation, functional testing, special evaluation techniques, and neurological and circulatory tests.

DI-C7 Explain the relationship of injury assessment to the systematic observation of the person as a whole.

DI-C8 Describe the nature of diagnostic tests of the neurological function of cranial nerves, spinal nerves, and peripheral nerves using myotomes, dermatomes, and reflexes.

DI-C9 Assess neurological status, including cranial nerve function, myotomes, dermatomes and reflexes, and circulatory status.

DI-C10 Explain the roles of special tests in injury assessment.

DI-C11 Explain the role of postural examination in injury assessment including gait analysis.

154 DI-C12 Describe strength assessment using resistive range of motion, break tests, and manual muscle testing.

DI-C13 Describe the use of diagnostic tests and imaging techniques based on their applicability in the assessment of an injury when prescribed by a physician.

DI-C14 Describe the clinical signs and symptoms of environmental stress.

DI-C15 Describe and identify postural deformities. DI-C16 Explain medical terminology and abbreviations necessary to communicate with physicians and other health professionals

DI-C17 Describe the components of medical documentation (e.g. SOAP, HIPS and HOPS).

DI-P1 Obtain a medical history of the patient that includes a previous history and a history of the present injury.

DI-P2 Perform inspection/observation of the clinical signs associated with common injuries including deformity, posturing and guarding, edema/swelling, hemarthrosis, and discoloration.

DI-P3 Perform inspection/observation of postural, structural, and biomechanical abnormalities.

DI-P4 Palpate the bones and soft tissues to determine normal or pathological characteristics.

DI-P5 Measure the active and passive joint range of motion using commonly accepted techniques, including the use of a goniometer and inclinometer.

DI-P6 Grade the resisted joint range of motion/manual muscle testing and break tests.

DI-P7 Apply appropriate stress tests for ligamentous or capsular stability, soft tissue and muscle, and fractures.

DI-P8 Apply appropriate special tests for injuries to the specific areas of the body as listed above.

155 DI-P9 Assess neurological status, including cranial nerve function, myotomes, dermatomes and reflexes, and circulatory status.

DI-P10 Document the results of the assessment including the diagnosis.

DI-CP1 Demonstrate a musculoskeletal assessment of upper extremity, lower extremity, head/face, and spine (including the ribs) for the purpose of identifying (a) common acquired or congenital risk factors that would predispose the patient to injury and (b) a musculoskeletal injury. This will include identification and recommendations for the correction of acquired or congenital risk factors for injury. At the conclusion of the assessment, the student will diagnose the patient’s condition and determine and apply immediate treatment and/or referral in the management of the condition. Effective lines of communication should be established to elicit and convey information about the patient’s status. While maintaining patient confidentiality, all aspects of the assessment should be documented using standardized record-keeping methods.

DI-CP1.1 Foot and Toes DI-CP1.2 Ankle DI-CP1.3 Lower Leg DI-CP1.4 Knee (tibiofemoral and patellofemoral) DI-CP1.5 Thigh DI-CP1.6 Hip/Pelvis/Sacroiliac Joint DI-CP1.7 Lumbar Spine DI-CP1.8 Thoracic Spine DI-CP1.9 Ribs DI-CP1.10 Cervical Spine DI-CP1.11 Shoulder Girdle DI-CP1.12 Upper Arm DI-CP1.13 Elbow DI-CP1.14 Forearm DI-CP1.15 Wrist DI-CP1.16 Hand, Fingers & Thumb DI-CP1.17 Head and Face DI-CP1.18 Temporomandibular Joint

156 Medical Conditions Competencies and Proficiencies

Competency Code Competency MC-C1 Describe and know when to refer common congenital or acquired abnormalities, physical disabilities, and diseases affecting people who engage in physical activity throughout their life span (e.g., arthritis, diabetes).

MC-C2 Understand the effects of common illnesses and diseases in physical activity.

MC-C3 Describe common techniques and procedures for evaluating common medical conditions and disabilities including taking a history, inspection/observation, palpation, functional testing, special evaluation techniques (e.g., assessing heart, lung and bowel sounds), and neurological and circulatory tests.

MC-C4 Describe and know when to refer common eye pathologies from trauma and/or localized infection (e.g., conjunctivitis, hyphema, corneal injury, stye, scleral trauma).

MC-C5 Describe and know when refer common ear pathologies from trauma and/or localized infection (e.g., otitis, ruptured tympanic membrane, impacted cerumen).

MC-C6 Describe and know when to refer common pathologies of the mouth, sinus, oropharynx, and nasopharynx from trauma and/or localized infection (e.g., gingivitis, sinusitis, laryngitis, tonsillitis, pharyngitis).

MC-C7 Describe and know when to refer common and significant respiratory infections, thoracic trauma, and lung disorders. (e.g., influenza, pneumonia, bronchitis, rhinitis, sinusitis, upper-respiratory infection (URI), pneumothorax, hemothorax, pneumomediastinum, exercise-induced bronchospasm, exercise-induced anaphylaxis, asthma).

MC-C8 Explain the importance and proper use of a peak flowmeter or similar device in the evaluation and management of respiratory conditions.

157 MC-C9 Describe strategies for reducing the frequency and severity of asthma attacks.

MC-C10 Explain the possible causes of sudden death syndrome.

MC-C11 Describe and know when to refer common cardiovascular and hematological medical conditions from trauma, deformity, acquired disease, conduction disorder, and drug abuse (e.g., coronary artery disease, hypertrophic cardiomyopathy, heart murmur, mitral valve prolapse, commotion cordis, Marfan’s syndrome, peripheral embolism, hypertension, arrythmogenic right venricular dysplasia, Wolf-Parkinson-White syndrome, anemias, sickle cell anemia and sickle cell trait [including rhabdomyolysis], hemophilia, deep vein thrombosis, migraine headache, syncope).

MC-C12 Describe and know when to refer common medical conditions that affect the gastrointestinal and hepatic-biliary systems from trauma, chemical and drug irritation, local and systemic infections, psychological stress, and anatomic defects (e.g., hepatitis, pancreatitis, dyspepsia, gastroesophageal reflux, peptic ulcer, gastritis and gastroenteritis, inflammatory bowel disease, irritable bowel syndrome, appendicitis, sports hernia, hemorrhoids, splenomegaly, liver trauma).

MC-C13 Describe and know when to refer common medical conditions of the endocrine and metabolic systems from acquired disease and acute and chronic nutritional disorders (e.g., diabetes mellitus and insipidus, hypothyroidism, Cushing’s syndrome, thermoregulatory disorders, gout, osteoporosis).

MC-C14 Describe and know when to refer common medical conditions of the renal and urogenital systems from trauma, local infection, congenital and acquired disease, nutritional imbalance, and hormone disorder (e.g., kidney stones, genital trauma, gynecomastia, monorchidism, scrotum and testicular trauma, ovarian and testicular cancer, breast cancer, testicular torsion, varicoceles, endometriosis, pregnacy and ectopic pregnancy, female athlete triad, primary amenorrhea, oligomenorrhea, dysmenorrhea, kidney laceration or contusion, cryptorchidism).

MC-C15 Describe and know when to refer common and/or contagious skin lesions from trauma, infection, stress, drug reaction, and immune responses (e.g., wounds, bacteria lesions, fungal lesions, viral lesions, bites, acne, eczema dermatitis, ringworm).

158 MC-C16 Describe and know when to refer common medical conditions of the immune system from infection, congenital and acquired disease, and unhealthy lifestyle. (e.g., arthritis, gout, upper respiratory tract infection [URTI], influenza, pneumonia, myocarditis, gastrointestinal infection, urinary tract infection [UTI], sexually transmitted diseases [STDs], pelvic inflammatory disease, meningitis, osteomyelitis, septic arthrosis, chronic fatigue and overtraining, infectious mononucleosis, human immunodeficiency virus (HIV) infection and AIDS, hepatitis B virus infection, allergic reaction and anaphylaxis, childhood infectious diseases [measles, mumps, chickenpox]).

MC-C17 Describe and know when to refer common neurological medical disorders from trauma, anoxia, drug toxicity, infection, and congenital malformation (e.g., concussion, postconcussion syndrome, second-impact syndrome, subdural and epidural hematoma, epilepsy, seizure, convulsion disorder, meningitis, spina bifida, cerebral palsy, chronic regional pain syndrome [CRPS], cerebral aneurysm).

MC-C18 Describe and know when to refer common psychological medical disorders from drug toxicity, physical and emotional stress, and acquired disorders (e.g., substance abuse, eating disorders/disordered eating, depression, bipolar disorder, seasonal affective disorder, anxiety disorders, somatoform disorders, personality disorders, abusive disorders, and addiction).

MC-C19 Describe a plan to access appropriate medical assistance on disease control, notify medical authorities, and prevent disease epidemics.

MC-C20 Describe and know when to refer common cancers (e.g., testicular, breast).

MC-C21 Describe and know when to refer common injuries or conditions of the teeth (e.g., fractures, dislocations, caries).

MC-C22 Explain the importance and proper procedures for measuring body temperature (e.g., oral, axillary, rectal).

MC-P1 Obtain a medical history of the patient that includes a previous history and a history of the present condition.

159 MC-P2 Perform a visual observation of the clinical signs associated with common injuries and/or illnesses including deformity, edema/swelling, discoloration, and skin abnormalities.

MC-P3 Palpate the bones and soft tissues, including the abdomen, to determine normal or pathological characteristics.

MC-P4 Apply commonly used special tests and instruments (e.g., otoscope, stethoscope, ophthalmoscope, peak flowmeter, chemical “dipsticks” [or similar devices]) and document the results for the assessment of:

MC-P4a Vital signs including respiration (including asthma), pulse and circulation, and blood pressure

MC-P4b Heart, lung, and bowel sounds MC-P4c Pupil response, size and shape, and ocular motor function

MC-P4d Body temperature MC-P4e Ear, nose, throat and teeth MC-P4f Urinalysis MC-CP1 Demonstrate a general and specific (e.g., head, torso and abdomen) assessment for the purpose of (a) screening and referral of common medical conditions, (b) treating those conditions as appropriate, and (c) when appropriate, determining a patient’s readiness for physical activity. Effective lines of communication should be established to elicit and convey information about the patient’s status and the treatment program. While maintaining confidentiality, all aspects of the assessment, treatment, and determination for activity should be documented using standardized record-keeping methods.

MC-CP1.1 Derma MC-CP1.2 Head, including the Brain MC-CP1.3 Face, including the Maxillofacial Region MC-CP1.4 Thorax, including the heart and lungs MC-CP1.5 Abdomen, including the abdominal organs, the renal and urogenital systems

MC-CP1.6 Eyes MC-CP1.7 Ear, Nose, and Throat

160 Acute Care Competencies and Proficiencies

Competency Code Competency AC-C1 Explain the legal, moral, and ethical parameters that define the scope of first aid and emergency care and identify the proper roles and responsibilities of the certified athletic trainer.

AC-C2 Describe the availability, content, purpose, and maintenance of contemporary first aid and emergency care equipment.

AC-C3 Determine what emergency care supplies and equipment are necessary for circumstances in which the athletic trainer is the responsible first responder.

AC-C4 Know and be able to use appropriately standard nomenclature of injuries and illnesses.

AC-C5 Describe the principles and rationale of the initial assessment including the determination of whether the accident scene is safe, what may have happened, and the assessment of airway, breathing, circulation, level of consciousness and other life-threatening conditions.

AC-C6 Differentiate the components of a secondary assessment to determine the type and severity of the injury or illness sustained.

AC-C7 Identify the normal ranges for vital signs. AC-C8 Describe pathological signs of acute/traumatic injury and illness including, but not limited to, skin temperature, skin color, skin moisture, pupil reaction, and neurovascular function.

AC-C9 Describe the current standards of first aid, emergency care, rescue breathing, and cardiopulmonary resuscitation for the professional rescuer. AC-C10 Describe the role and function of an automated external defibrillator in the emergency management of acute heart failure and abnormal heart rhythms.

161 AC-C11 Describe the role and function of supplemental oxygen administration as an adjunct to cardiopulmonary resuscitation techniques.

AC-C12 Describe the characteristics of common life-threatening conditions that can occur either spontaneously or as the result of direct trauma to the throat, thorax and viscera, and identify the management of these conditions.

AC-C13 Describe the proper management of external hemorrhage, including the location of pressure points, use of universal precautions, and proper disposal of biohazardous materials.

AC-C14 Identify the signs and symptoms associated with internal hemorrhaging.

AC-C15 Describe the appropriate use of aseptic or sterile techniques, approved sanitation methods, and universal precautions for the cleansing and dressing of wounds. AC-C16 Describe the injuries and illnesses that require medical referral.

AC-C17 Explain the application principles of rest, cold application, elevation, and compression in the treatment of acute injuries.

AC-C18 Describe the signs, symptoms, and pathology of acute inflammation.

AC-C19 Identify the signs and symptoms of head trauma, including loss of consciousness, changes in standardized neurological function, cranial nerve assessment, and other symptoms that indicate underlying trauma. AC-C20 Explain the importance of monitoring a patient following a head injury, including obtaining clearance from a physician before further patient participation.

AC-C21 Define cerebral concussion, list the signs and symptoms of concussions, identify the methods for determining the neurocognitive status of a patient who sustains a concussion and describe contemporary concepts for the management and return-to-participation of a patient who sustains a concussion.

162 AC-C22 Identify the signs and symptoms of trauma to the cervical, thoracic and lumbar spines, the spinal cord, and spinal nerve roots, including neurological signs, referred symptoms, and other symptoms that indicate underlying trauma and pathology.

AC-C23 Describe cervical stabilization devices that are appropriate to the circumstances of an injury. AC-C24 Describe the indications, guidelines, proper techniques and necessary supplies for removing equipment and clothing in order to evaluate and/or stabilize the involved area.

AC-C25 Describe the effective management, positioning, and immobilization of a patient with a suspected spinal cord injury.

AC-C26 Identify the appropriate short-distance transportation method, including immobilization, for an injured patient.

AC-C27 Identify the signs, symptoms, possible causes, and proper management of the following:

AC-C27a Different types of shock AC-C27b Diabetic coma AC-C27c Seizures AC-C27d Toxic drug overdose AC-C27e Allergic, thermal, and chemical reactions of the skin (including infestations and insect bites)

AC-C28 Identify the signs and symptoms of serious communicable diseases and describe the appropriate steps to prevent disease transmission.

AC-C29 Identify the signs, symptoms, and treatment of patients suffering from adverse reactions to environmental conditions.

AC-C30 Identify information obtained during the examination to determine when to refer an injury or illness for further or immediate medical attention.

AC-C31 Describe the proper immobilization techniques and select appropriate splinting material to stabilize the injured joint or limb and maintain distal circulation.

AC-C32 Describe the proper ambulatory aid and technique for the injury and patient.

163 AC-C33 Describe home care and self-treatment plans of acute injuries and illnesses.

AC-P1 Survey the scene to determine whether the area is safe and determine what may have happened.

AC-P2 Perform an initial assessment to assess the following, but not limited to:

AC-P2a Airway AC-P2b Breathing AC-P2c Circulation AC-P2d Level of consciousness AC-P2e Other life-threatening conditions AC-P3 Implement appropriate emergency treatment strategies, including but not limited to:

AC-P3a Activate an emergency action plan AC-P3b Establish and maintain an airway in an infant, child, and adult

AC-P3c Establish and maintain an airway in a patient wearing shoulder pads, headgear or other protective equipment and/or with a suspected spine injury

AC-P3d Perform one- and two-person CPR on an infant, child, and adult

AC-P3e Utilize a bag-valve mask on an infant, child, and adult

AC-P3f Utilize an automated external defibrillator (AED) according to current accepted practice protocols

AC-P3g Normalize body temperature in situations of severe/life-threatening heat or cold stress

AC-P3h Control bleeding using universal precautions AC-P3i Administer an EpiPen for anaphylactic shock AC-P4 Perform a secondary assessment and employ the appropriate management techniques for non-life-threatening situations, including but not limited to:

164 AC-P4a Open and closed wounds (using universal precautions)

AC-P4b Closed-head trauma (using standard neurological tests and tests for cranial nerve function)

AC-P4c Evironmental illness AC-P4d Seizures AC-P4e Acute asthma attack AC-P4f Different types of shock AC-P4g Thoracic, respiratory, and internal abdominal injury or illness

AC-P4h Acute musculoskeletal injuries (i.e. sprains, strains, fractures, dislocations)

AC-P4i Spinal cord and peripheral nerve injuries AC-P4j Diabetic coma AC-P4k Toxic drug overdose AC-P4l Allergic, thermal, and chemical reactions of the skin (including infestations and insect bites

AC-CP1 Demonstrate the ability to manage acute injuries and illnesses. This will include surveying the scene, conducting an initial assessment, utilizing universal precautions, activating the emergency action plan, implementing appropriate emergency techniques and procedures, conducting a secondary assessment and implementing appropriate first aid techniques and procedures for non-life-threatening situations. Effective lines of communication should be established and the results of the assessment, management and treatment should be documented.

Therapeutic Modalities Competencies and Proficiencies

165 TM-C1 Describe the physiological and pathological processes of trauma, wound healing and tissue repair and their implications on the selection and application of therapeutic modalities used in a treatment and/or rehabilitation program.

TM-C2 Explain the principles of physics, including basic concepts associated with the electromagnetic and acoustic spectra (e.g., frequency, wavelength) associated with therapeutic modalities.

TM-C3 Explain the terminology, principles, basic concepts, and properties of electric currents as they relate to therapeutic modalities.

TM-C4 Describe contemporary pain-control theories. TM-C5 Describe the role and function of the common pharmacological agents that are used in conjunction with therapeutic modalities

TM-C6 Explain the body's physiological responses during and following the application of therapeutic modalities.

TM-C7 Describe the electrophysics, physical properties, biophysics, patient preparation and modality set-up (parameters), indications, contraindications, and specific physiological effects associated with commonly used therapeutic modalities.

TM-C8 Identify appropriate therapeutic modalities for the treatment and rehabilitation of injuries and illness.

TM-C9 Describe the process/methods of assessing and reassessing the status of the patient using standard techniques and documentation strategies to determine appropriate treatment and rehabilitation and to evaluate readiness to return to the appropriate level of activity. This includes the ability to: TM-C9a Describe and interpret appropriate measurement and assessment procedures as they relate to the selection and application of therapeutic modalities.

TM-C9b Interpret objective measurement results as a basis for developing individualized therapeutic modality application and set-up (parameters).

166 TM-C9c Interpret the results of injury assessment and determine an appropriate therapeutic modality program to return the patient to physical activity.

TM-C9d Determine the appropriate therapeutic modality program and appropriate therapeutic goals and objectives based on the initial assessment and frequent reassessments.

TM-C9e Determine the criteria for progression and return to activity based on the level of functional outcomes.

TM-C9f Describe appropriate methods of assessing progress when using therapeutic modalities and interpret the results.

TM-C9g Interpret physician notes, postoperative notes, and physician prescriptions as they pertain to a treatment plan.

TM-C9h Describe appropriate medical documentation for recording progress in a therapeutic modality program.

TM-C10 Identify manufacturer’s, institutional, state, and federal standards for the operation and safe application of therapeutic modalities.

TM-C11 Identify manufacturer’s, institutional, state and federal guidelines for the inspection and maintenance of therapeutic modalities.

TM-P1 Assess patient to identify indications, contraindications, and precautions applicable to the application of therapeutic modalities.

TM-P2 Obtain and interpret baseline and posttreatment objective physical measurements to evaluate and interpret results.

TM-P3 Inspect the therapeutic modalities and treatment environment for potential safety hazards.

TM-P4 Position and prepare the patient for the application of therapeutic modalities.

TM-P5 Select and apply appropriate therapeutic modalities according to evidence-based guidelines.

167 TM-P6 Document treatment goals, expectations, and treatment outcomes.

TM-CP1 Synthesize information obtained in a patient interview and physical examination to determine the indications, contraindications and precautions for the selection, patient set- up, and evidence-based application of therapeutic modalities for acute and chronic injuries. The student will formulate a progressive treatment and rehabilitation plan and appropriately apply the modalities. Effective lines of communication should be established to elicit and convey information about the patient’s status and the prescribed modality(s). While maintaining patient confidentiality, all aspects of the treatment plan should be documented using standardized record-keeping methods.

TM-CP1.1 Infrared Modalities TM-CP1.2 Electrical Stimulation Modalities TM-CP1.3 Therapuetic Ultrasound TM-CP1.4 Mechanical Modalities TM-CP1.5 Massage and other Manual Techniques

Exercise Competencies and Proficiencies

Competency Competency Code EX-C1 Describe the physiological and pathological processes of trauma, wound healing and tissue repair and their implications on the development, progression and implementation of a therapeutic exercise program.

EX-C2 Describe the mechanical principles applied to the design and use of therapeutic exercise equipment and techniques (leverage, force, kinesiology and biomechanics).

EX-C3 Describe common surgical techniques, pathology, and any subsequent anatomical alterations that may affect the implementation of a therapeutic exercise program.

EX-C4 Describe the appropriate selection and application of therapeutic exercises taking the following into consideration:

168 EX-C4a The physiological responses of the human body to trauma

EX-C4b The physiological effects of inactivity and immobilization on the musculoskeletal, cardiovascular, nervous, and respiratory systems of the human body

EX-C4c The anatomical and/or biomechanical alterations resulting from acute and chronic injury and improper mechanics

EX-C4d The physiological adaptations induced by the various forms of therapeutic exercise, such as fast- versus slow-twitch muscle fibers

EX-C4e The physiological responses of additional factors, such as age and disease

EX-C5 Describe the indications, contraindications, theory, and principles for the incorporation and application of various contemporary therapeutic exercise equipment and techniques, including aquatic therapy, manual therapy and mobilization.

EX-C6 Define the basic components of activity-specific rehabilitation goals, functional progressions, and functional outcomes in a therapeutic exercise program.

EX-C7 Describe the process/methods of assessing and reassessing the status of the patient using standard techniques and documentation strategies in order to determine appropriate treatment and rehabilitation plans and to evaluate the readiness to return to the appropriate level of activity. This includes the ability to:

EX-C7a Describe and interpret appropriate measurement and functional testing procedures as they relate to the selection and application of therapeutic exercise.

EX-C7b Interpret objective measurement results (muscular strength/endurance, range of motion) as a basis for developing an individualized therapeutic exercise program.

EX-C7c Interpret the results of a physical assessment and determine an appropriate therapeutic exercise program to return the patient to physical activity.

EX-C7d Determine the appropriate therapeutic exercise program and appropriate therapeutic goals and objectives based on the initial assessment and frequent reassessments.

169 EX-C7e Determine the criteria for progression and return to activity based on the level of functional outcomes.

EX-C7f Describe appropriate methods of assessing progress in a therapeutic exercise program and interpret the results.

EX-C7g Interpret physician notes, postoperative notes, and physician prescriptions as they pertain to a therapeutic exercise program.

EX-C7h Describe appropriate medical documentation for recording progress in a therapeutic exercise program.

EX-C8 Explain the effectiveness of taping, wrapping, bracing, and other supportive/protective methods for facilitation of safe progression to advanced therapeutic exercises and functional activities. EX-C9 Describe manufacturer’s, institutional, state and federal guidelines for the inspection and maintenance of therapeutic exercise equipment.

EX-P1 Assess a patient to determine specific therapeutic exercise indications, contraindications, and precautions.

EX-P2 Obtain and interpret baseline and postexercise objective physical measurements to evaluate therapeutic exercise progression and interpret results. EX-P3 Inspect therapeutic exercise equipment to ensure safe operating condition.

EX-P4 Demonstrate the appropriate application of contemporary therapeutic exercises and techniques according to evidence-based guidelines. EX-P5 Instruct the patient in proper techniques of commonly prescribed therapeutic exercises.

EX-P6 Document rehabilitation goals, progression and functional outcomes.

EX-P7 Perform a functional assessment for safe return to physical activity.

170 EX-CP1 Synthesize information obtained in a patient interview and physical examination to determine the indications, contraindications and precautions for the selection, application, and evidence-based design of a therapeutic exercise program for injuries to the upper extremity, lower extremity, trunk, and spine. The student will formulate a progressive rehabilitation plan and appropriately demonstrate and/or instruct the exercises and/or techniques to the patient. Effective lines of communication should be established to elicit and convey information about the patient’s status and the prescribed exercise(s). While maintaining patient confidentiality, all aspects of the exercise plan should be documented using standardized record-keeping methods.

EX-CP1.1 Program for injuries to the upper extremity EX-CP1 Exercises and Techniques to Improve Joint Range of Motion

EX-CP1.2 Exercises to Improve Muscular Strength EX-CP1.3 Exercises to Improve Muscular Endurance EX-CP1.4 Exercises to Improve Muscular Speed EX-CP1.5 Exercises to Improve Muscular Power EX-CP1.6 Exercises to Improve Balance, Neuromuscular Control, and Coordination EX-CP1.7 Exercises to Improve Agility EX-CP1.8 Exercises to Improve Cardiorespiratory Endurance EX-CP1.9 Exercises to Improve Activity-Specific Skills, including Ergonomics and Work Hardening

EX-CP2 Program for injuries to the lower extremity EX-CP2.1 Exercises and Techniques to Improve Joint Range of Motion

EX-CP2.2 Exercises to Improve Muscular Strength EX-CP2.3 Exercises to Improve Muscular Endurance EX-CP2.4 Exercises to Improve Muscular Speed EX-CP2.5 Exercises to Improve Muscular Power EX-CP2.6 Exercises to Improve Balance, Neuromuscular Control, and Coordination EX-CP2.7 Exercises to Improve Agility EX-CP2.8 Exercises to Improve Cardiorespiratory Endurance EX-CP2.9 Exercises to Improve Activity-Specific Skills, including Ergonomics and Work Hardening

171 EX-CP3 Program for injuries to the trunk EX-CP3.1 Exercises and Techniques to Improve Joint Range of Motion EX-CP3.2 Exercises to Improve Muscular Strength EX-CP3.3 Exercises to Improve Muscular Endurance EX-CP3.4 Exercises to Improve Muscular Speed EX-CP3.5 Exercises to Improve Muscular Power EX-CP3.6 Exercises to Improve Balance, Neuromuscular Control, and Coordination EX-CP3.7 Exercises to Improve Agility EX-CP3.8 Exercises to Improve Cardiorespiratory Endurance

EX-CP3.9 Exercises to Improve Activity-Specific Skills, including Ergonomics and Work Hardening EX-CP4 Program for injuries to the spine EX-CP4.1 Exercises and Techniques to Improve Joint Range of Motion EX-CP4.2 Exercises to Improve Muscular Strength EX-CP4.3 Exercises to Improve Muscular Endurance EX-CP4.4 Exercises to Improve Muscular Speed EX-CP4.5 Exercises to Improve Muscular Power EX-CP4.6 Exercises to Improve Balance, Neuromuscular Control, and Coordination EX-CP4.7 Exercises to Improve Agility EX-CP4.8 Exercises to Improve Cardiorespiratory Endurance EX-CP4.9 Exercises to Improve Activity-Specific Skills, including Ergonomics and Work Hardening

Pharmacology Competencies and Proficiencies

Competency Competency Code

172 PH-C1 Explain the laws, regulations, and procedures that govern storing, transporting, dispensing, and recording prescription and nonprescription medications (Controlled Substance Act, scheduled drug classification, and state statutes).

PH-C2 Identify appropriate pharmaceutical terminology and abbreviations used in the prescription, administration, and dispensing of medications. PH-C3 Identify information about the indications, contraindications, precautions, and adverse reactions for common prescription and nonprescription medications (including herbal medications) using current pharmacy resources.

PH-C4 Explain the concepts of pharmacokinetics (absorption, distribution, metabolism, and elimination) and the suspected influence that exercise might have on these processes.

PH-C5 Explain the concepts related to bioavailability, half-life, and bioequivalence.

PH-C6 Explain the general pharmacodynamic principles as they relate to the mechanism of drug action and therapeutic effectiveness (e.g. receptor theory, dose-response relationship, potency, and drug interactions).

PH-C7 Describe the common routes used to administer medications (e.g., oral, inhalation, and injection) and their advantages and disadvantages.

PH-C8 Explain the relationship between generic or brand name pharmaceuticals.

PH-C9 Identify medications that might cause possible poisoning, and describe how to activate and follow the locally established poison control protocols.

PH-C10 Explain the known usage patterns, general effects, and short- and long-term adverse effects for the commonly used performance-enhancing substances.

PH-C11 Identify which therapeutic drugs and nontherapeutic substances are banned by sport and/or workplace organizations in order to properly advise patients about possible disqualification and other consequences.

PH-P1 Obtain and communicate patient education materials regarding physician-prescribed medications, over-the-counter drugs, and performance-enhancing substances using appropriate references.

173 PH-P2 Abide by federal, state, and local regulations for the proper storage, transportation, dispensing (administering where appropriate), and documentation of commonly used medications.

PH-P3 Activate and effectively follow locally established poison control protocols.

Psychosocial Aspects Competencies and Proficiencies

Competency Competency Code PS-C1 Explain the psychosocial requirements (i.e., motivation and self-confidence) of various activities that relate to the readiness of the injured or ill individual to resume participation.

PS-C2 Explain the stress-response model and the psychological and emotional responses to trauma and forced inactivity.

PS-C3 Describe the motivational techniques that the athletic trainer must use during injury rehabilitation and reconditioning.

PS-C4 Describe the basic principles of mental preparation, relaxation, visualization, and desensitization techniques.

PS-C5 Describe the basic principles of general personality traits, associated trait anxiety, locus of control, and patient and social environment interactions.

PS-C6 Explain the importance of providing health care information to patients, parents/guardians, and others regarding the psychological and emotional well being of the patient.

PS-C7 Describe the roles and function of various community-based health care providers (to include, but not limited, to: psychologists, counselors, social workers, human resources personnel) and the accepted protocols that govern the referral of patients to these professionals.

174 PS-C8 Describe the theories and techniques of interpersonal and cross-cultural communication among athletic trainers, their patients, and others involved in the health care of the patient.

PS-C9 Explain the basic principles of counseling (discussion, active listening, and resolution) and the various strategies that certified athletic trainers may employ to avoid and resolve conflicts among superiors, peers, and subordinates.

PS-C10 Identify the symptoms and clinical signs of common eating disorders and the psychological and sociocultural factors associated with these disorders.

PS-C11 Identify and describe the sociological, biological and psychological influences toward substance abuse, addictive personality traits, the commonly abused substances, the signs and symptoms associated with the abuse of these substances, and their impact on an individual’s health and physical performance

PS-C12 Describe the basic signs and symptoms of mental disorders (psychoses), emotional disorders (neuroses, depression), or personal/social conflict (family problems, academic or emotional stress, personal assault or abuse, sexual assault, sexual harassment), the contemporary personal, school, and community health service agencies, such as community-based psychological and social support services that treat these conditions and the appropriate referral procedures for accessing these health service agencies.

PS-C13 Describe the acceptance and grieving processes that follow a catastrophic event and the need for a psychological intervention and referral plan for all parties affected by the event.

PS-C14 Explain the potential need for psychosocial intervention and referral when dealing with populations requiring special consideration (to include but not limited to those with exercise-induced asthma, diabetes, seizure disorders, drug allergies and interactions, unilateral organs, physical and/or mental disability).

PS-C15 Describe the psychosocial factors that affect persistent pain perception (i.e., emotional state, locus of control, psychodynamic issues, sociocultural factors, and personal values and beliefs) and identify multidisciplinary approaches for managing patients with persistent pain.

175 PS-CP1 Demonstrate the ability to conduct an intervention and make the appropriate referral of an individual with a suspected substance abuse or other mental health problem. Effective lines of communication should be established to elicit and convey information about the patient’s status. While maintaining patient confidentiality, all aspects of the intervention and referral should be documented using standardized record-keeping methods.

PS-CP2 Demonstrate the ability to select and integrate appropriate motivational techniques into a patient’s treatment or rehabilitation program. This includes, but is not limited to, verbal motivation, visualization, imagery, and/or desensitization. Effective lines of communication should be established to elicit and convey information about the techniques. While maintaining patient confidentiality, all aspects of the program should be documented using standardized record-keeping techniques.

Nutritional Aspects Competencies and Proficiencies

Competency Competency Code NU-C1 Describe personal health habits and their role in enhancing performance, preventing injury or illness, and maintaining a healthy lifestyle.

NU-C2 Describe the USDA’s “My Pyramid” and explain how this can be used in performing a basic dietary analysis and creating a dietary plan for a patient.

NU-C3 Identify and describe primary national organizations responsible for public and professional nutritional information.

NU-C4 Identify nutritional considerations in rehabilitation, including nutrients involved in healing and nutritional risk factors (e.g., reduced activity with the same dietary regimen and others).

NU-C5 Describe common illnesses and injuries that are attributed to poor nutrition (e.g., effects of poor dietary habits on bone loss, on injury, on long-term health, and on other factors).

176 NU-C6 Explain energy and nutritional demands of specific activities and the nutritional demands placed on the patient.

NU-C7 Explain principles of nutrition as they relate to the dietary and nutritional needs of the patient (e.g., role of fluids, electrolytes, vitamins, minerals, carbohydrates, protein, fat, and others).

NU-C8 Explain the physiological processes and time factors involved in the digestion, absorption, and assimilation of food, fluids, and nutritional supplements. Further, relate these processes and time factors to the design and planning of preactivity and postactivity meals, menu content, scheduling, and the effect of other nonexercise stresses before activity.

NU-C9 Describe the principles, advantages, and disadvantages of ergogenic aids and dietary supplements used in an effort to improve physical performance. NU-C10 Explain implications of FDA regulation of nutritional products.

NU-C11 Identify and interpret pertinent scientific nutritional comments or position papers (e.g., healthy weight loss, fluid replacement, pre-event meals, and others). NU-C12 Explain principles of weight control for safe weight loss and weight gain, and explain common misconceptions regarding the use of food, fluids, and nutritional supplements in weight control.

NU-C13 Explain consequences of improper fluid replacement.

NU-C14 Describe disordered eating and eating disorders (i.e., signs, symptoms, physical and psychological consequences, referral systems).

NU-C15 Identify effects of macronutrients (e.g., saturated fats, incomplete proteins, and complex carbohydrates) on performance, health, and disease.

NU-C16 Describe signs, symptoms, and physiological effects of mineral deficiency (e.g., iron, and calcium), and identify foods high in specific mineral content.

NU-C17 Identify and explain food label Daily Value recommendations and common food sources of essential vitamins and minerals in using current USDA Dietary Guidelines.

177 NU-C18 Describe the principles and methods of body composition assessment (e.g., skinfold calipers, bioelectric impedance, body mass index [BMI]) to assess a patient’s health status and to monitor progress in a weight loss or weight gain program for patients of all ages and in a variety of settings.

NU-C19 Explain the relationship between basal metabolic rate, caloric intake, and energy expenditure in the use of the Food Pyramid Guidelines.

NU-C20 Identify the nutritional benefits and costs of popular dietary regimen for weight gain, weight loss, and performance enhancement.

NU-P1 Assess body composition by validated technique (e.g., skinfold calipers, bioelectric impedance, BMI, etc.) to assess a patient’s health status and to monitor progress during a weight loss or weight gain program.

NU-P2 Calculate energy expenditure, caloric intake, and BMR.

NU-P3 Provide educational information about basic nutritional concepts, facts, needs, and food labels for settings associated with physically active individuals of a wide range of ages and needs.

NU-CP1 Demonstrate the ability to counsel a patient in proper nutrition. This may include providing basic nutritional information and/or an exercise and nutrition program for weight gain or weight loss. The student will demonstrate the ability to take measurements and figure calculations for a weight control plan (e.g., measurement of body composition and BMI, calculation of energy expenditure, caloric intake, and BMR). Armed with basic nutritional data, the student will demonstrate the ability to develop and implement a preparticipation meal and an appropriate exercise and nutritional plan for an active individual. The student will develop an active listening relationship to effectively communicate with the patient and, as appropriate, refer the patient to other medical professionals (physician, nutritionist, counselor or psychologist) as needed.

NU-CP2 Demonstrate the ability to recognize disordered eating and eating disorders, establish a professional helping relationship with the patient, interact through support and education, and encourage vocal discussion and other support through referral to the appropriate medical professionals.

178 Administration Competencies and Proficiencies

Competency Competency Code AD-C1 Describe organization and administration of preparticipation physical examinations and screening including, but not limited to, developing assessment and record-keeping forms that include the minimum recommendations from recognized health and medical organizations, scheduling of appropriate health and medical personnel, and efficient site use.

AD-C2 Identify components of a medical record (e.g., emergency information, treatment documentation, epidemiology, release of medical information, etc.), common medical record-keeping techniques and strategies, and strengths and weaknesses of each approach and the associated implications of privacy statutes (Health Insurance Portability and Accountability Act [HIPAA] and Federal Educational Rights Privacy Act [FERPA]).

AD-C3 Identify current injury/illness surveillance and reporting systems.

AD-C4 Identify common human resource policy and federal legislation regarding employment (e.g., The Americans with Disabilities Act, Family Medical Leave Act, FERPA, Fair Labor Standards Act, Affirmative Action, Equal Employment Opportunity Commission).

AD-C5 Describe duties of personnel management, including (1) recruitment and selection of employees, (2) retention of employees, (3) development of policies-and-procedures manual, (4) employment performance evaluation, 5) compliance with nondiscriminatory and unbiased employment practices. AD-C6 Identify principles of recruiting, selecting, and employing physicians and other medical and allied health care personnel in the deployment of health care services.

AD-C7 Describe federal and state infection control regulations and guidelines, including universal precautions as mandated by the Occupational Safety and Health Administration (OSHA), for the prevention, exposure, and control of infectious diseases and discuss how they apply to the athletic trainer.

179 AD-C8 Identify key accrediting agencies for health care facilities (e.g., Joint Commission on Accreditation of Healthcare Organizations [JCAHO], Commission on Accreditation of Rehabilitation Facilities [CARF] and allied health education programs (e.g., Commission on Accreditation of Athletic Training Education [CAATE]) and describe their function in the preparation of health care professionals and the overall delivery of health care.

AD-C9 Identify and describe technological needs of an effective athletic training service and the commercial software and hardware that are available to meet these needs.

AD-C10 Describe the various types of health insurance models (e.g., health maintenance organization [HMO], preferred provider organization [PPO], fee-for-service, cash, and Medicare) and the common benefits and exclusions identified within these models.

AD-C11 Describe the concepts and procedures for third-party insurance reimbursement including the use of diagnostic (ICD-9-CM) and procedural (CPT) coding. AD-C12 Explain components of the budgeting process, including purchasing, requisition, bidding, and inventory.

AD-C13 Describe basic architectural considerations that relate to the design of safe and efficient clinical practice settings and environments.

AD-C14 Describe vision and mission statements to focus service or program aspirations and strategic planning (e.g., “weaknesses, opportunities, threats and strengths underlying planning” [WOTS UP], “strengths, weaknesses, opportunities and threats” [SWOT]) to critically bring out organizational improvement.

AD-C15 Explain typical administrative policies and procedures that govern first aid and emergency care (e.g., informed consent and incident reports). AD-C16 Identify and describe basic components of a comprehensive emergency plan for the care of acutely injured or ill patients, which include (1) emergency action plans for each setting or venue; (2) personnel education and rehearsal; (2) emergency care supplies and equipment appropriate for each venue; (3) availability of emergency care facilities; (4) communication with onsite personnel and notification of EMS; (5) the availability, capabilities, and policies of community-based emergency care facilities and community- based managed care systems; (6) transportation; (7) location of exit and evacuation routes; (8) activity or event coverage; and (9) record keeping.

180 AD-C17 Explain basic legal concepts as they apply to a medical or allied health care practitioner’s responsibilities (e.g., standard of care, scope of practice, liability, negligence, informed consent and confidentiality, and others). AD-C18 Identify components of a comprehensive risk management plan that addresses the issues of security, fire, electrical and equipment safety, emergency preparedness, and hazardous chemicals.

AD-C19 Describe strategic processes and effective methods for promoting the profession of athletic training and those services that athletic trainers perform in a variety of practice settings (e.g., high schools and colleges, professional and industrial settings, hospitals and community-based health care facilities, etc.).

AD-C20 Differentiate the roles and responsibilities of the athletic trainer from those of other medical and allied health personnel who provide care to patients involved in physical activity and describe the necessary communication skills for effectively interacting with these professionals.

AD-C21 Describe role and functions of various community-based medical, paramedical, and other health care providers and protocols that govern the referral of patients to these professionals. AD-C22 Describe basic components of organizing and coordinating a drug testing and screening program, and identify the sources of current banned-drug lists published by various associations.

AD-P1 Develop risk management plans, including facility design, for safe and efficient health care facilities.

AD-P2 Develop a risk management plan that addresses issues of liability reduction; security, fire, and facility hazards; electrical and equipment safety; and emergency preparedness.

AD-P3 Develop policy and write procedures to guide the intended operation of athletic training services within a health care facility.

AD-P4 Demonstrate the ability to access medical and health care information through electronic media.

181 AD-P5 Use appropriate terminology and medical documentation to record injuries and illnesses (e.g., history and examination findings, progress notes, and others).

AD-P6 Use appropriate terminology to effectively communicate both verbally and in writing with patients, physicians, colleagues, administrators, and parents or family members.

AD-P7 Use a comprehensive patient-file management system that incorporates both paper and electronic media for purposes of insurance records, billing, and risk management.

AD-P8 Develop operational and capital budgets based on a supply inventory and needs assessment.

Professional Development Competencies and Proficiencies

Competency Code Competency PD-C1 Explain the role and function of state athletic training practice acts and registration, licensure, and certification agencies including (1) basic legislative processes for the implementation of practice acts, (2) rationale for state regulations that govern the practice of athletic training, and (3) consequences of violating federal and state regulatory acts.

PD-C2 Describe the process of attaining and maintaining national and state athletic training professional credentials.

PD-C3 Describe the current professional development requirements for the continuing education of athletic trainers and how to locate available, approved continuing education opportunities.

182 PD-C4 Describe the role and function of the governing structures of the National Athletic Trainers' Association.

PD-C5 Differentiate the essential documents of the national governing, certifying, and accrediting bodies, including, but not limited to, the Athletic Training Educational Competencies, Standards of Practice, Code of Ethics, Role Delineation Study, and the Standards for the Accreditation of Entry-Level Athletic Training Education Programs.

PD-C6 Summarize the position statements regarding the practice of athletic training.

PD-C7 Describe the role and function of the professional organizations and credentialing agencies that impact the athletic training profession. PD-C8 Summarize the current requirements for the professional preparation of the athletic trainer.

PD-C9 Identify the objectives, scope of practice and professional activities of other health and medical organizations and professions and the roles and responsibilities of these professionals in providing services to patients.

PD-C10 Identify the issues and concerns regarding the health care of patients (e.g., public relations, third-party payment, and managed care).

PD-C11 Identify and access available educational materials and programs in health-related subject matter areas (audiovisual aids, pamphlets, newsletters, computers, software, workshops, and seminars). PD-C12 Summarize the principles of planning and organizing workshops, seminars, and clinics in athletic training and sports medicine for health care personnel, administrators, other appropriate personnel, and the general public.

PD-C13 Describe and differentiate the types of quantitative and qualitative research and describe the components and process of scientific research (including statistical decision-making) as it relates to athletic training research.

PD-C14 Interpret the current research in athletic training and other related medical and health areas and apply the results to the daily practice of athletic training.

PD-C15 Identify the components of, and the techniques for constructing, a professional resume.

183 PD-C16 Summarize the history and development of the athletic training profession.

PD-C17 Describe the theories and techniques of interpersonal and cross-cultural communication among athletic trainers, patients, administrators, health care professionals, parents/guardians, and other appropriate personnel.

PD-P1 Collect and disseminate injury prevention and health care information to health care professionals, patients, parents/guardians, other appropriate personnel and the general public (e.g., team meetings, parents’ nights, parent/teacher organization [PTO] meetings, booster club meetings, workshops, and seminars).

PD-P2 Access by various methods the public information policy-making and governing bodies used in the guidance and regulation of the profession of athletic training (including but not limited to state regulatory boards, NATA, BOC).

PD-P3 Develop and present material (oral, pamphlet/handout, written article, or other media type) for an athletic training-related topic. PD-P4 Develop a research project (to include but not limited to case study, clinical research project, literature review) for an athletic training-related topic.

___X____ Academic Unit ______Administrative/Support Unit

IV. Unit Title: Thad Cochran Center for Rural School Leadership and Research

Unit Administrator: Lynn Varner

V. Educational Program Learning Outcome Assessment Plan (Academics)

Learner Outcomes identified for the Master’s in Educational Leadership major.

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the a. What assessment tools and/or methods What were the findings of the analysis? 1. List any specific recommendations. will you use to determine achievement of 2. Describe changes in curriculum, courses, Master’s in Educational Leadership the learning outcome? b. Describe how the or procedures that are proposed or were data from these tools and/or methods will made/ are being made as a result of the major know, value, or be able to do at be/have been collected. program learning outcome assessment graduation and beyond? c. Explain the procedure to analyze the process. data. # 1. Content and Pedagogical # 1. 1a. Institutional reports and # 1. 1. Have continued 100% # 1. 1. We are please that the Content Knowledge – individual reports for the School pass rate for all candidates. results have remained positive Demonstrate mastery of the Leaders Licensure Assessment and plan no changes based upon knowledge with both the (SLLA). the results at this time. content and pedagogy of the Master’s in Educational # 1. 2a. Entrance scores on test # 1. 2. GRE: see below chart # 1. 2. GRE: Leadership program. of verbal ability (GRE). for scores (a). No changes are recommended. (GE 1, 2, 3) Cohort X demonstrated the We will continue to monitor #1. 1b. This assessment is a highest total GRE score and GRE scores and consider them national, norm-referenced the highest quantitative score as part of the entrance

185 examination and the passage of of the past three cohorts in the requirement for the program. it is required to receive a license program. However, as as a school administrator in the indicated by the standard state of Mississippi. It is taken deviations, this group by all candidates near the end of demonstrated the greatest their program. Scores are sent variability in scores and the from Educational Testing means were influenced by Service to the University each higher scores for 3 students. year. Writing scores have been very comparable over the past three # 1. 2b. Scores on the Verbal, years ranging from 3.81 to Quantitative, and Writing 4.04. sections of this national, norm- referenced assessment are submitted by applicants to the Graduate Office.

# 1. 1c. Data are analyzed annually for trends in overall scores and in subtest scores.

# 1. 2c. Data are analyzed annually for trends in scores. Admission rubrics are used to determine admission status for the program. # 2. Program Specific Content – # 2. 1a. Comprehensive # 2. 1. Comps: see below chart # 2. 1. Comps: Demonstrate mastery of the Examinations: Comps are taken for scores (b) Faculty will continue to stress knowledge associated with at the end of the program by all Eleven (11) candidates recognition of legal aspects when content in Educational candidates and must be passed in successfully passed analyzing clinical scenarios with Leadership. order to earn the degree. They comprehensive exams on the students based on performance (GE 1, 7, 10) are based upon the SLLA and initial administration. Two (2) on Vignette 5. The scored by program faculty. retested and passed with 88% comprehensive exam scenarios

186 correct on the retest. will be reviewed and possibly # 2. 1b. Results are compiled and Therefore, all 13 candidates revised and updated prior to the analyzed by program faculty and passed comprehensive exams June, 2008 exam. reported to the Unit Assessment in June, 2007. Director and the NCATE While the above mean is Coordinator annually. slightly below the 14.57 mean for 2006, the number requiring # 2. 1c. Results are analyzed by retest improved from 4 in 2006 program faculty by section and to 2 in 2007. Vignette 5 overall scores and trends are dealing with recognition of identified. specific legal issues appeared to be the most difficult for many cohort members. # 3. Ability to Plan – # 3. 1a. Ability to Plan: Data # 3. 1. Ability to Plan: Data # 3. 1. Ability to Plan: Data Demonstrate the ability to Analysis Project: Candidates Analysis Project: Analysis Project: develop a supervisory plan for complete this multi-layer project Eleven (11) of the 13 None. The faculty plans to classroom-based instruction. during their program in phases candidates demonstrated continue the process of (GE 3, 4, 6) using actual data from K-12 proficient or exemplary individual assistance and schools. performance on the ELCC requiring resubmission of standard elements assessed by assessments that do not meet a # 3. 1b. Data are collected by this project. Two candidates “proficient” rating on ELCC program faculty. were rated as “developing” and standard elements assessed by were provided remediation and the project. # 3. 1c. Results are analyzed and required to revise and resubmit This is the first major individual reported annually to the Unit the project to meet project for candidates. Over the Assessment Director and the expectations. past three years, there have been NCATE Coordinator. Mean : 20.51 (highest possible one or two students each year score is 24) who have difficulty with data S.D. : 3.55 analysis and/or presentation Distribution of Total Scores: aspects of this project. This year see below chart for scores (c) (Fall, 2007) we increased the and (d). amount of direct instruction and practice in analysis of test scores

187 prior to the project assignment and required remediation and resubmission of projects that did not meet proficiency on the ELCC elements assessed by this project. # 4. Clinical Practice – # 4. 1a. Clinical Practice: Intern # 4. 1. Clinical Practice: Intern # 4. 1. Clinical Practice: Intern Demonstrate the knowledge, Performance Assessment: Performance Assessment: Performance Assessment: skills, and dispositions University supervisors and The results of the three (3) Examples of internship necessary for a school leader mentors in the field evaluate Intern Performance experiences and activities that while in the field. interns during their internships. Assessments for Cohort IX would demonstrate the above (GE 5, 7, 8) (2006-07) indicated that all skills were discussed with # 4 1.b. Forms are submitted to interns were rated as above mentors and the new cohort program faculty during each of expectations or meets group during the summer the internships. expectations by all three training. 2007-08 results will be internship mentors and no monitored for feedback from # 4 1.c. Program faculty analyze intern received a below mentors regarding these skills results each internship to expectations or needs areas. determine course grades and to improvement rating on any of evaluate the internships. the 20 skill components. While some mentors indicated that they were unable to rate various skill components, the most frequent skills not rated were 1.5, 2.4, 4.1, 4.2 and 4.3. While the ratings varied slightly for each intern by mentor and internship, the overall performance for each intern was judged to be at or above expectations. Not all skills are able to be observed for each intern at each site. The

188 skills that were most frequently rated as “unable to rate” are those dealing with community involvement in the vision, developing professional growth plans for teachers and collaborating with and responding to community interests and needs. # 5. Ability to Support Student # 5. 1a. The Educational # 5. 1. Of the 23 persons # 5. 1. Since the result has been Learning and Development – Leadership Preparation Program responding to the very positive so far, there has not Demonstrate ability to create Questionnaire (ELPPQ) is a questionnaire, 88 to 96 % gave been a need for changes at this and maintain a school culture survey of graduates and their “above expected level” ratings time. which supports student learning employers 1 and 3 years after to Master of Educational and development. graduation. The questions are Leadership graduates on the (GE 1, 2, 6) based upon the national six standard related skill areas standards for the Educational (Q 1-6). Over 90% of the Leadership Constituent Council respondents gave “above Standards. expected level” ratings to the knowledge and skill level # 5. 1b. Each spring the demonstrated by interns placed graduates and employers are at their school/district sites and contacted by phone and 96% indicated that the questionnaires are administered internships were well designed by a research assistant. The and meeting individual needs. results are given to program The additional comments made faculty and then to the Unit by several respondents Assessment Director and the indicated that they believed the NCATE Coordinator. 12-week internships and the cohort model were the # 5. 1c. Each spring the program strengths of the program. faculty analyze the data by question and compare to

189 previous years to look for strengths, weaknesses, and trends.

# 6. Dispositions – Demonstrate # 6. 1a. The Dispositions Rating # 6. 1. All candidates rated # 6. 1. No particular trends have appropriate dispositions Scale (DRS) is taken by all themselves as meeting or been observed; candidates have necessary for success as a candidates early in the program. exceeding expectations on all assessed their own dispositions school leader. Program faculty use these to indicators of the following fairly accurately over the past (GE 5, 7, 8, 10) monitor candidate progress dispositions: Flexibility, three years. throughout the program. Any Attendance and Participation, areas of weakness must be Dependability, Grooming and rectified before the candidate is appearance, Sensitivity, eligible to sit for Comprehensive Enthusiasm, Professional Examinations. Growth and Ethics. One or two candidates rated # 6. 1b. The DRS is given to all themselves as “Meets a few candidates in ELR 605 and expectations, not sufficient on program faculty place flags in the following indicators: the candidate files as needed to (number of students in indicate strengths or weakness. parentheses) 3.1 Arrives… Improvement plans are before expected start time (1) implemented as needed. Each 5.2 Carries self with self candidate is cleared by program assurance without feeling faculty before Comps. The data threatened…(1) 5.3 are sent from the ELR 605 Realistically appraises own instructor each semester to the ability….(1) 6.1 Assess faculty advisor and to the Unit complex situation and Assessment Director. responds appropriately ( 2) 9.3 Hears & responds to # 6. 1c. The data are analyzed feedback without becoming each semester by the faculty and defensive (1) 10.1 Is proactive the results are sent to the Unit and anticipates situation & Assessment Director and the responds appropriately (1)

190 NCATE Coordinator. 10.3 Asks for feedback about impact of work (1) 11.3 Responds with flexibility (1) 13.1 Is inventive (1) 14.1 Engages in successful home/school partnerships (1) 14.2 Works effectively with community & social services agencies. Overall, the candidates’ self-ratings were considered accurate by the faculty. Many of the areas rated as “not sufficient” are areas of emphasis in the Leadership program such as analyzing complex situations and responding, hearing and responding appropriately to feedback, being proactive, being flexible and creative, and working with home/school and community partners. # 7. Diversity – Demonstrate # 7. 1a. The Openness to # 7. Fourteen (14) candidates # 7. Faculty may want to understanding of, appreciation Diversity and Challenge Survey for the Master of Education consider administering a “post- for, acceptance of others who (ODCS) is given to all Leadership degree completed test” to determine whether there represent diverse populations. candidates in EPY 601. this self report assessment are changes on this assessment (GE 7, 8, 10) during the first summer term and also obtain feedback from # 7. 1b. The ODCS data are sent (initial 12 hours) in the candidates on their interpretation by the EPY 601 instructor to the program of study. Over 70% of of the items on this assessment. Unit Assessment Director each the candidates agreed or semester. strongly agreed with items 1, 3, 4, 6, 8 and 57-64% agreed # 7. 1c. The results are analyzed or strongly agreed with items

191 by program faculty and sent to 2, 5, 7. Overall, these results the Unit Assessment Director indicate that candidates are and the NCATE Coordinator generally open to diversity and each semester. Strengths, challenge. However, at least 6 weakness, and trends are noted. of the 14 (43%) expressed uncertainty or disagreement with the value of being introduced to different beliefs or taking courses that challenged their beliefs and 5 (36%) did not view contact with classmates from diverse backgrounds was essential part of their education. Since many of these candidates have taught in very diverse educational settings, it may be that they did not view this exposure as “essential” to their advanced degree.

(a) GRE Scores: GRE SCORES Fall 2005 Fall 2006 Fall 2007 TOTAL 807.14 766.92 853.08 (SD) (181) (144.42) (210.13) Verbal 415.71 379.23 413.85 (75.52) (49.24) (97.51) Quantitative 391.43 387.69 439.23 (123.90) (106.24) (138.59) Analytical 4.04 3.81 3.92 Writing (.66) (.52) (.79)

192 (b) Comps scores: Section I Section II Section III Evaluation Synthesis & Analysis & of Decision TOTAL Actions Problem Solving Making

Points 19.00 10.00 3.00 6.00 Possible Mean 14.15 7.23 2.53 4.39 Score Standard 2.97 1.92 .52 1.61 Deviation N = 13

(c) Data Analysis Project Scores: Score 14.8 15 16.5 17.7 19.5 22 23.5 24 Frequency 1 1 1 1 2 2 1 4 Percent 8% 8% 8% 8% 15% 15% 8 30%

(d) Data Analysis Project Scores Continued: Candidate Performance by ELCC Standard 4 – Exemplary; 3 – Proficient; 2 – Developing; 1 – Rudimentary

Rating 1.3 1.4 1.5 2.1 2.2 2.3 2.4 4.1 6.2 4 8 8 7 8 8 6 8 7 7 (%) (62%) (62%) (54%) (62%) (62%) (46%) (62%) (54%) (54%) 3 3 3 4 3 3 5 3 4 4 (23%) (23%) (31%) (23%) (23%) (39%) (23%) (31%) (31%) 2 2 2 2 2 2 2 2 2 2 (15%) (15%) (15%) (15%) (15%) (15%) (15%) (15%) (15%) 1 0 0 0 0 0 0 0 0 0

193 (e) Impact on Student Learning/Ability to Support Student Learning and Development (ELPPQ): Summary of Results: The following results are for Spring, 2007 Questions Above Average for Below Need Extreme Unable to expected at experience expected at Improvement Answer this level this level

1. Graduates can facilitate the development, articulation, 21 (91%) 2 ( 9%) implementation, and stewardship of a school vision of learning supported by a school community.

2. Graduates can promote a positive school culture, 18 (88%) 5 (22%) provide an effective instructional program, apply best practice to student learning, and design comprehensive growth plans for staff.

3. Graduates can manage the organization, operations, 21 (91%) 1 (4%) 1 (4%) and resources of a school.

4. Graduates can collaborate with families and other 22 (96%) 1 (4%) community members, respond to community interests and needs, and mobilize community resources.

5. Graduates act with integrity, fairly, and ethically. 22 (96%) 1 (4%)

6. Graduates can understand, respond to and influence the 18 (78%) 5 (22%) larger context. 7. During the internships/practicum courses/field 21 (91%) 2 (9%) experiences students are able to apply the above skills and knowledge to an appropriate degree for his/her stage in the degree program.

8. Experiences during internships/practicum courses/field 20 (87%) 2 (9%) 1 (4%) experiences are designed to accommodate the students’ individual needs

Learner Outcomes identified for the Specialist in Educational Leadership major.

194 A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1. List any specific recommendations. will you use to determine achievement of 2. Describe changes in curriculum, Specialist in Educational Leadership the learning outcome? 2. Describe how courses, or procedures that are the data from these tools and/or methods proposed or were made/ are being made major know, value, or be able to do at will be/have been collected. as a result of the program learning graduation and beyond? 3. Explain the procedure to analyze the outcome assessment process. data. # 1. Content and Pedagogical # 1. a. Entrance scores on test # 1. This was a small N for this # 1. None at this time. Content Knowledge – of verbal ability (GRE or semester. The incoming Mean Demonstrate mastery of the CAAP). GPA is high. Most of these knowledge with both the students have several semesters content and pedagogy of the # 1. b. Scores on the Writing to take the writing assessment Specialist in Educational section of either national, because they are taking pre- Leadership program. norm-referenced assessment requisite courses (18 hours (GE 1, 2, 3) are submitted by applicants to required in administration for the Graduate Office. those whose Master’s degree was not in administration). They must # 1. c. Data are analyzed take the writing test before they annually for trends in scores. can be admitted to the EDS Admission rubrics are used to program. determine admission status for the program. # 2. Program Specific Content # 2. a. Comprehensive # 2. See data charts below (a). # 2. The program has been – Demonstrate mastery of the Examinations: Comps are taken Summer semester 2007 there placing more emphasis on the knowledge associated with at the end of the program by all were 7 students who took the candidates’ ability to plan, content in Educational candidates and must be passed comprehensive examination. organize, and communicate Leadership. in order to earn the degree. 86% of the students passed on their thoughts in a written (GE 1, 7, 10) They are based upon the SLLA their first attempt. One student format. It appears that the and scored by program faculty. failed on the third attempt. Fall candidates who took the semester 2007 there was one comprehensive examinations # 2. 1b. Results are compiled student who took the in the summer and fall have and analyzed by program comprehensive examination. The benefited from this emphasis. faculty and reported to the Unit student passed the examination Faculty was encouraged to

195 Assessment Director and the on the first attempt. adopt more course activities NCATE Coordinator annually. using the ELCC standards and their identification. # 2. 1c. Results are analyzed by program faculty by section and overall scores and trends are identified. # 3. Ability to Plan – # 3. a. Curriculum Alignment # 3. See data charts below (b). # 3. A change in the rigor and Demonstrate the ability to Project: In AED 736 candidates Project grades ranged from 56 to project selection for the course develop a supervisory plan for are required to complete a 98. The mean for the project was was implemented at the classroom-based instruction. Curriculum Alignment Project 89.33 and the standard deviation beginning of the fall semester (GE 3, 4, 6) as one of their four course is 16.3666. The sample size is 2008. Everyone agreed that projects. six candidates. the project quality had been positive and it was # 3. b. Data are collected by recommended that no changes program faculty. be made at this time.

# 3. c. Results are analyzed and reported annually to the Unit Assessment Director and the NCATE Coordinator.

# 4. Clinical Practice – # 4. a. Mentor Evaluation # 4. See below chart for data (c). # 4. It was recommended that Demonstrate the knowledge, Form: The mentors complete The average score given by the instructions be changed on skills, and dispositions evaluation forms of the intern’s mentors for project 4 was 92. The how the mentor would deliver necessary for a school leader work during the practicum sample size is six candidates. the form back to the instructor while in the field. projects in the filed. to improve the confidentiality (GE 5, 7, 8) of the mentor’s evaluation. # 4. b. Forms are submitted to program faculty during each of the internships.

196 # 4. c. Program faculty analyze results from each internship to determine course grades and to evaluate the internships. # 5. Ability to Support Student # 5. a. Supervision Evaluation # 5. See below chart for data (d). # 5. It was the consensus of Learning and Development – Project: This project is part of There were ten candidates the faculty that the course be Demonstrate ability to create the requirements for SUP 731. enrolled in the course. This is an re-evaluated for improvements and maintain a school culture average enrollment size for the in areas such as the which supports student learning # 5. b. The SUP 731 instructor course. The mean for the project supervision project. Faculty and development. administers the project and is 95.0 and a standard deviation was concerned with the high (GE 1, 2, 6) grades it according to a rubric. of 15.8114. Upon examination of number of 100’s given for the the scores for the project it is project. # 5. c. The SUP 731 instructor evident that the mean and submits the results to the standard deviation do not program faculty who analyze accurately portray the grades. them and submit the data to the Unit Assessment Director and the NCATE Coordinator annually in the spring. # 6. Dispositions – # 6. 1a. The Dispositions # 6. See below chart for data (e). # 6. The Grooming and Demonstrate appropriate Rating Scale (DRS) is taken by For summer 2007, the areas with Appearance area remained as dispositions necessary for all candidates early in the the highest scores were 15 one of the highest over the success as a school leader. program. Program faculty use (Professional Growth; Mean = year; Creativity remained as (GE 5, 7, 8, 10) these to monitor candidate 3.3), 7 (Grooming and one of the lowest. The faculty progress throughout the Appearance; Mean = 3.2), 8 were pleased to see that the program. Any areas of (Sensitivity; Mean = 3.2), and 12 Leadership scores were not weakness must be rectified (Enthusiasm; Mean = 3.2). When lower than the Unit scores in before the candidate is eligible compared to the Unit, the Collaboration since that is an to sit for Comprehensive Leadership scores were slightly important skill for school Examinations. lower in all areas except 14 leaders. All scores were in the (Collaboration; Difference = 0); Acceptable or the Outstanding # 6. 1b. The DRS is given to all they were comparatively lowest ranges and therefore, are seen candidates in ELR 702 and in 7 (Grooming and Appearance; as positive. There were no

197 program faculty place flags in Difference = -.3) and 13 faculty disagreements for the the candidate files as needed to (Creativity; Difference = -.17). students who took indicate strengths or weakness. These differences were comprehensive examinations Improvement plans are extremely small and the N for this year; all were approved to implemented as needed. Each this group was small. A score of sit for comps. candidate is cleared by program 4 = Outstanding and a score of 3 faculty before Comps. The data = Acceptable; the N was 5. are sent from the ELR 702 The highest mean scores for instructor each semester to the spring 2007 for the EdS students faculty advisor and to the Unit were in the areas of sections 4, 7, Assessment Director. and 16 (dependability; grooming and appearance; ethics). The # 6. 1c. The data are analyzed lowest areas were in 3, 6, 13, and each semester by the faculty 14 (punctuality; maturity and and the results are sent to the judgment; creativity; and Unit Assessment Director and collaboration). The high areas had the NCATE Coordinator. mean scores of 3.6 to 3.8 (with 3.0 being acceptable and 4 being outstanding). The low area means were 3.0. # 7. Diversity – Demonstrate # 7. 1a. The Openness to # 7. See below chart for data (f). # 7. Sample size for the understanding of, appreciation Diversity and Challenge The highest mean for the survey survey was 10 candidates for, acceptance of others who Survey (ODCS) is given to all is question 1 which states “I enjoy which would be considered represent diverse populations. candidates in CUR 701. having discussions with people small. This survey was (GE 7, 8, 10) whose ideas and values are administered during a summer # 7. 1b. The ODCS data are different from my own.” The semester which is traditionally sent by the CUR 701 instructor mean for the question 1 is 4.8, smaller than a spring to the Unit Assessment and the standard deviation is . semester. Faculty noted that Director each semester. 42164. This question also has the the results are very similar to smallest variance of any of the prior periods and that we # 7. 1c. The results are questions. This indicates that should continue to focus on analyzed by program faculty candidates have a strong desire to challenging our students and sent to the Unit interact with other cultures on a intellectually in the classroom,

198 Assessment Director and the consistent basis. The lowest mean and attempt to maximize NCATE Coordinator each is for question 2 which states cultural exposure to all semester. Strengths, weakness, “The real value of a college candidates. and trends are noted. education lies in being introduced to different values.” The mean of 4.3 indicates a “strong” relationship to the question. The question has mediocre variance for the survey with a standard deviation of .67495. Question 8 remains high when compared to prior periods with a mean of 4.7 and low standard deviation of . 48305. Question 8 states “I enjoy courses that are intellectually challenging.”

(a) Writing Test Scores:

Spring 2007 Fall 2007 3.5 3.25 3.5 5.5 3.25 4.5 4.0 4.0 4.5 3.0 4.75 3.5 3.0 3.75 (avg) 4.05 (avg)

(b) Curriculum Alignment Project Results

199 AED736 – Practicum II Fall Semester 2007 Student Project Final Average ID 1 2 3 4 900421428 94 97 95 95 94 900340136 86 84 93 96 90 900383517 84 76 67 56 72 900412736 89 89 93 98 93 900463691 97 84 94 95 94 900367178 89 96 91 96 90

Descriptive Statistics – AED736 Project 4 N Minimum Maximum Mean Std. Deviation VAR00001 6 56.00 98.00 89.3333 16.36663 Valid N (listwise) 6

(c) Mentor Evaluation Form AED736 – Practicum II Fall Semester 2007 Student Final Project Mentor Evaluation ID 900421428 95 94 900340136 96 96 900383517 56 70 900412736 98 98 900463691 95 94 900367178 96 98

(d) Supervision Evaluation Project

200 SUP731 Central Office Supervision Roles in Instruction Supervision Project – Fall 2007 Student Grade Grading Scale #1 100 A = 94 – 100 B = 84 – 93 C = 74 – 83 D = 64 – 73

#2 100 #3 100 #4 100 #5 100 #6 100 #7 50 #8 100 #9 100 #10 100 Descriptive Statistics N Minimum Maximum Mean Std. Deviation VAR00001 10 50.00 100.00 95.0000 15.81139 Valid N (listwise) 10

(e) Dispositions Rating Scale:

Summer 2007 Spring 2007

201 Item Leadership Unit Difference Leadership Unit Difference N 5 9 5 9 26 1.1 3.2 3.11 .09 3.0 3.08 -.08 1.2 3.0 3.22 -.22 3.2 3.46 -.026 2.1 3.0 3.11 -.11 3.4 3.58 -.18 2.2 3.0 3.11 -.11 3.2 3.35 -.15 3.1 3.2 3.11 .09 3.0 3.5 -.5 3.2 3.0 3.11 -.11 3.0 3.42 -.42 4.1 3.0 3.0 0 3.8 3.62 .18 4.2 3.0 3.11 -.11 3.8 3.62 .18 5.1 3.0 3.0 0 3.6 3.46 .14 5.2 3.0 3.0 0 3.4 3.5 -.1 5.3 3.0 3.11 -.11 3.0 3.12 -.12 6.1 3.0 3.0 0 3.0 3.15 -.15 6.2 3.0 3.11 -.11 3.0 3.38 -.38 6.3 3.2 3.22 -.02 3.4 3.12 .28 6.4 3.0 3.0 0 3.4 3.23 .17 7.1 3.2 3.33 -.13 3.6 3.77 -.17 7.2 3.2 3.22 -.02 3.8 3.69 .11 8.1 3.2 3.33 -.13 3.4 3.46 -.06 8.2 3.2 3.22 -.02 3.6 3.62 -.02 8.3 3.2 3.22 -.02 3.4 3.54 -.14 9.1 3.0 3.11 -.11 3.2 3.5 -.3 9.2 3.0 3.11 -.11 3.4 3.38 .02 9.3 3.0 3.11 -.11 3.2 3.38 -.18 10.1 3.0 3.0 0 3.2 3.35 -.15 10.2 3.0 3.11 -.11 3.2 3.31 -.11 10.3 3.0 3.0 0 3.0 3.15 -.15 11.1 3.0 3.11 -.11 3.2 3.27 -.07

202 11.2 3.0 3.0 0 3.0 3.27 -.07 11.3 3.0 3.22 -.22 3.2 3.38 -.18 12.1 3.0 3.11 -.11 3.0 3.31 -.31 12.2 3.4 3.33 .07 3.4 3.5 -.1 13.1 3.0 3.11 -.11 3.0 3.15 -.15 13.2 3.0 3.22 -.22 3.0 3.08 -.08 14.1 3.0 3.0 0 3.0 3.08 -.08 14.2 3.0 3.0 0 3.2 3.08 .12 14.3 3.0 3.0 0 3.0 3.19 -.19 15.1 3.2 3.44 -.24 3.4 3.5 -.1 15.2 3.2 3.33 -.13 3.2 3.42 -.22 15.3 3.4 3.11 .29 3.2 3.58 -.38 16.1 3.0 3.11 -.11 3.2 3.35 -.15 16.2 3.0 3.22 -.22 3.4 3.62 -.22 16.3 3.4 3.33 .07 3.2 3.54 -.34 16.4 3.4 3.22 .18 3.6 3.77 -.17 16.5 3.0 3.22 -.22 3.2 3.54 -.34 16.6 3.0 3.22 -.22 3.6 3.77 -.17 Avg 3.01 3.14 -.06 3.27 3.4 -.13

(f) ODCS: Descriptive Statistics Summer 2007 N Range Minimum Maximum Mean Std. Deviation Question 1 10 1.00 4.00 5.00 4.8000 .42164 Question 2 10 2.00 3.00 5.00 4.3000 .67495

203 Question 3 10 2.00 3.00 5.00 4.6000 .69921 Question 4 10 2.00 3.00 5.00 4.4000 .69921 Question 5 10 2.00 3.00 5.00 4.0000 .81650 Question 6 10 2.00 3.00 5.00 4.5000 .70711 Question 7 10 2.00 3.00 5.00 4.4000 .69921 Question 8 10 1.00 4.00 5.00 4.7000 .48305 Valid N (listwise) 10 Candidates respond to questions in the survey based on a scale of 1 (strongly disagree) to 5 (strongly agree).

Learner Outcomes identified for the Doctor of Education major.

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1. List any specific recommendations. will you use to determine achievement of 2. Describe changes in curriculum, Doctor of Education the learning outcome? 2. Describe how courses, or procedures that are the data from these tools and/or methods proposed or were made/ are being made major know, value, or be able to do at will be/have been collected. as a result of the program learning graduation and beyond? 3. Explain the procedure to analyze the outcome assessment process. data. # 1. Content and Pedagogical # 1. a. Entrance scores on test # 1. See below chart for data (a). # 1. The faculty are pleased Content Knowledge – of verbal ability (GRE or There were more admissions to that the quantitative and Demonstrate mastery of the CAAP). the EdD program for the summer writing scores have increased knowledge with both the and fall than for the spring. The since these are usually content and pedagogy of # 1. b. Scores on the Writing overall scores are high. The GPA particular problem areas for Doctor in Education program. section of either national, has remained constant; the GRE our candidates. However, (GE 1, 2, 3) norm-referenced assessment verbal has slightly decreased and since the N is so small, we are submitted by applicants to the GRE quantitative and writing will be watching to see if this the Graduate Office. average scores have increased. trend continues over several semesters. # 1. c. Data are analyzed annually for trends in scores. Admission rubrics are used to

204 determine admission status for the program.

# 2. Program Specific Content # 2. a. Comprehensive # 2. See below chart for data (b). # 2. Continued use of the – Demonstrate mastery of the Examinations: Comps are taken Pass rate has increased Doctoral Admission and knowledge associated with at the end of the program by all dramatically since spring 2006. Curriculum Council, a group content in Educational candidates and must be passed Faculty and students attribute of faculty and staff from Leadership. in order to register for ELR 888 this to increased number and across the university to help (GE 1, 7, 10) (Dissertation Seminar). They quality of research and statistics with decision making for the are divided into 3 sections: courses as well as faculty study program. Earlier analysis research, curriculum, and sessions and online tutorials. revealed that our supervision and based upon the comprehensive examination core program courses and was not demanding enough scored by program faculty. and that our students were weak in the area of research. # 2. 1b. Results are compiled We have added a required and analyzed by program research course, strengthened faculty and reported to the Unit our comprehensive exam, and Assessment Director and the added study courses and NCATE Coordinator annually. tutoring for our students who are retaking sections of the # 2. 1c. Results are analyzed by comprehensive exam. We program faculty by section and have seen an increase in our overall scores and trends are pass rate on the Research identified. section of the Comprehensive Examination. We are pleased that the pass rate has improved, especially in the area of research.

205 # 3. Ability to Plan – # 3. a. Needs Assessment # 3. This course is taught each # 3. None at this time. Demonstrate the ability to Project: This project is part of fall; there were 8 students in the develop a supervisory plan for the requirements for CUR 812. class in 2007. The scores on the classroom-based instruction. planning section of this project (GE 3, 4, 6) # 3. b. The CUR 812 instructor were: 2.0, 2.0, 3.7, 3.7, 3.9, 3.9, administers the project and 3.9, 3.9. The Mean score was grades it according to a rubric. 3.38. Most of the students score between the Proficient (3) and the # 3. c. The CUR 812 instructor Exemplary (4) level. The rubric submits the results to the for these states “Planning includes program faculty who analyze goals, strategies, and a schedule” them and submit the data to the and “Planning includes clearly Unit Assessment Director and established goals, strategies, and a the NCATE Coordinator schedule” respectively. annually in the spring. # 4. Clinical Practice – # 4. 1a. The Educational # 4. See below chart for data (c). # 4. Faculty felt that the Demonstrate the knowledge, Leadership Preparation The results are very positive responses were overall very skills, and dispositions Program Questionnaire from those surveyed; all positive and supportive of our necessary for a school leader (ELPPQ) is a survey of responses were either in the program. They felt that there while in the field. graduates and their employers 1 “Above Expected at This Level” was a problem because in this (GE 5, 7, 8) and 3 years after graduation. or “Average for Experience” data set the responses of The questions are based upon category. The lowest scores (1.4) graduates and employers were the national standards for the were in questions number 2 and combined. It was Educational Leadership 8 (Graduates can promote a recommended that for future Constituent Council Standards. positive school culture, provide administrations of the ELPPQ an effective instructional the responses from the # 4. 1b. Each spring the program, apply best practice to graduates and from the graduates and employers are student learning, and design employers of those graduates contacted by phone and comprehensive growth plans for of the EdD program be questionnaires are administered staff. And Experiences during disaggregated. It was noted by a research assistant. The internships/practicum that the lower score on the results are given to program courses/field experiences are internship question was not faculty and then to the Unit designed to accommodate the surprising and that changes

206 Assessment Director and the students’ individual needs.) have already been put in place NCATE Coordinator. to strengthen the internships.

# 4. 1c. Each spring the program faculty analyze the data by question and compare to previous years to look for strengths, weaknesses, and trends. # 5. Ability to Support Student # 5. a. Curriculum Resource # 5. See below chart for data (d). # 5. None at this time. Learning and Development – Unit: This project is part of the 46% at Superior level; 49% at Demonstrate ability to create requirements for CUR 819. the Above Average level. and maintain a school culture The majority of the candidates which supports student learning # 5. b. The CUR 819 instructor are performing quite well (95% and development. administers the project and at the Superior or Above (GE 1, 2, 6) grades it according to a rubric. Average level). This shows that candidates are able to show a # 5. c. The CUR 819 instructor positive impact on student submits the results to the learning. program faculty who analyze them and submit the data to the Unit Assessment Director and the NCATE Coordinator annually in the spring. # 6. Dispositions – # 6. 1a. The Dispositions # 6. The highest mean scores for # 6. The faculty noted that the Demonstrate appropriate Rating Scale (DRS) is taken by this semester for the EdD ethics and dependability areas dispositions necessary for all candidates early in the students were in the areas of were good ones to be high in. success as a school leader. program. Program faculty use sections 4, 7, and 16 They feel they can work (GE 5, 7, 8, 10) these to monitor candidate (dependability; grooming and within classes on punctuality progress throughout the appearance; ethics). The lowest and they will work more with program. Any areas of areas were in 3, 6, 13, and 14 group work to foster weakness must be rectified (punctuality; maturity and collaboration. It was also before the candidate is eligible judgment; creativity; and noted that since the N was so

207 to sit for Comprehensive collaboration). The high areas small, they should not over- Examinations. had mean scores of 3.6 to 3.8 react to one semester of data. (with 3.0 being acceptable and 4 # 6. 1b. The DRS is given to all being outstanding). The low area candidates in ELR 702 and means were 3.0. The N for this program faculty place flags in semester was very small (5), so the candidate files as needed to the trend results will tell us more indicate strengths or weakness. information. All scores are in the Improvement plans are acceptable or the outstanding implemented as needed. Each ranges. There were no faculty candidate is cleared by program disagreements for the 5 students faculty before Comps. The data who took comprehensive are sent from the ELR 702 examinations this semester; all instructor each semester to the were approved to sit for comps. faculty advisor and to the Unit Assessment Director.

# 6. 1c. The data are analyzed each semester by the faculty and the results are sent to the Unit Assessment Director and the NCATE Coordinator. # 7. Diversity – Demonstrate # 7. 1a. The Openness to # 7. The highest scores were in # 7. The faculty noted that understanding of, appreciation Diversity and Challenge areas 2, 3, and 8 (means of 4.71 they will need to continue to for, acceptance of others who Survey (ODCS) is given to all for all; with 5 = strongly agree watch the results of this represent diverse populations. candidates in AED 830. and 4 = agree). These areas survey and that trend data will (GE 7, 8, 10) included: “The real value of a be more important than one # 7. 1b. The ODCS data are college education lies in being semester because of the low N sent by the AED 830 instructor introduced to different values.”, in the course. to the Unit Assessment “I enjoy talking with people who Director each semester. have values different from mine because it helps me understand # 7. 1c. The results are myself and my values better.”,

208 analyzed by program faculty and “I enjoy courses that are and sent to the Unit intellectually challenging.” The Assessment Director and the lowest score was in area 7 (mean NCATE Coordinator each of 4.14). This statement was: semester. Strengths, weakness, “Contact with individuals whose and trends are noted. background (e.g. ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, geographical area) is different from my own is an essential part of my college education.” It was guessed that possibly the reason for the lower score in number 7 was that graduate students have already faced those with different backgrounds and therefore, this is not as an important issue as it had been earlier in their college experiences.

(a) Admission Test Scores: Summer & Fall 2007 Student GRE Verbal GRE GRE or CAAP Grad. GPA Quantitative Writing

209 1 330 330 3.5 3.61 2 320 450 4.5 4.0 3 360 570 3.5 3.81 4 440 490 4.0 3.46 5 540 550 4.0 3.19 6 530 380 4.0 3.65 7 300 400 3.5 4.0 Average 402.86 452.86 3.86 3.67

Spring 2007 Student GRE Verbal GRE GRE or CAAP Grad. GPA Quantitative Writing 1 280 300 4.0 3.78 2 480 370 3.5 4.0 3 640 630 3.75 4 330 260 3.66 Average 432.5 390 3.75 3.67

(b) Comprehensive Examination Results:

Fall Sum Spr Fall Sum Spr ‘07 ‘07 ‘07 ‘06 ‘06 ‘06

210 Doctor of Education C S R C S R C S R C S R C S R C S R

Number Passed 1 1 2 2 2 2 5 5 5 1 1 0 1 2 6 14 15 7

Number 0 0 0 0 0 1 0 0 0 0 0 3 0 0 4 2 5 10 Failed * C= Curriculum section; S= Supervision section; R= Research section Fall Sum Spr Fall Sum Spr ‘05 ‘05 ‘05 ‘04 ‘04 ‘04 Doctor of Education C S R C S R C S R C S R C S R C S R

Number Passed 6 4 2 9 9 7 3 3 2 7 7 3 4 4 4 5 5 4

Number Failed 0 2 4 0 0 2 0 0 2 0 0 4 0 0 0 0 0 1

(c) ELPPQ Results:

Question 1 2 3 4 5 6 7 8 Mean 1 1.4 1 1 1 1 1.2 1.4

(d) Curriculum Resource Unit Results:

Number / % A B C D F Summer 2007 6 / 67% 2 / 22% 1 / 11% Summer 2006 1 / 25% 3 / 75%

III. Goals

-- For the Current Year (2007-2008)

A. Goal 1: Division will continue curricular development, sequencing, and analyzing leadership courses (1 year).

211 1. Institutional Goal which was supported by this goal: SP # 1; QEP 3. 2. Evaluation Procedures: Faculty will evaluate course syllabi, program curricula, and programs of study. 3. Actual Results of Evaluation: A major re-vamping of the Educational Specialist in Educational Administration was undertaken this year. The new program should be better suited to the current needs of students in this field (36-hour program – all courses being revamped). 4. Use of Evaluation Results: Will continue to develop syllabi and curriculum matrices.

B. Goal 2: An orientation workshop will be offered for all EdD students to positively impact student retention (1 year). 1. Institutional Goal which was supported by this goal: SP # 2; QEP # 4. 2. Evaluation Procedures: Ensure that the orientation is held and attended. 3. Actual Results of Evaluation: Orientation was held and well-attended for not only EdD students, but also EdS students. There were two different options from which students could choose, one weekday evening (9/24/07) and one weekend day (9/22/07); 53 students attended. 4. Use of Evaluation Results: Will continue to update information for annual orientation; focus will be on new doctoral students and those nearing the end of their coursework.

C. Goal 3: On-line and alternative-schedule courses will be continued to increase student appeal (1 year). 1. Institutional Goal which was supported by this goal: SP # 2; QEP # 2. 2. Evaluation Procedures: Compare number of courses to last year. 3. Actual Results of Evaluation:

2005-2006 2006-2007 2007-2008 Method of Number Enrollment Number Enrollment Number Enrollment Instruction of of of Course Course Course Sections Sections Sections Online 4 91 7 101 24 315 Video Conference 4 92 5 122 3 52 Weekend 6 83 6 72 10 108 1week/Intersession 1 9 7 155 8 99 Originated Off- 1 8 4 69 9 168 campus Total 16 283 29 519 54 742

212 4. Use of Evaluation Results: Students have been receptive and complementary. Will continue these course offerings as much as possible. The video conference technology proved to be problematic; therefore, there was a shift from those to online, weekend, and off-campus venues.

D. Goal 4: Dissertation committees for current EdD students who are and will become ABD will be coordinated to spur graduation rates (1 year). 1. Institutional Goal which was supported by this goal: SP # 2; QEP # 4. 2. Evaluation Procedures: Look at the assignments. 3. Actual Results of Evaluation: There are currently 33 active ABD students; eight of these are new ABD students who completed Dissertation Seminar in the fall. There was a 25% increase in the number who finished their dissertations and graduated. Many students have proposed and are actively working on their dissertation. It is anticipated that about seven students will finish next year. 4. Use of Evaluation Results: Committee lists will continue to be updated.

E. Goal 5: Regular email, faculty meetings, and a faculty training session on email folders and organization will address communication concerns and possible solutions (1 year). 1. Institutional Goal which was supported by this goal: SP # 3; QEP # 4. 2. Evaluation Procedures: Minutes and agendas from faculty meetings, emails, and an agenda from the training will be available. 3. Actual Results of Evaluation: Held regular meetings and some trainings; several faculty attended OIT training workshops. 4. Use of Evaluation Results: Will offer more email training sessions if required and adjust the faculty meeting schedule if faculty see the need.

F. Goal 6: The webpage for the Center for Rural School Leadership and Research will be updated (1 year). 1. Institutional Goal which was supported by this goal: SP # 4; QEP # 2. 2. Evaluation Procedures: Visual evaluation of website. 3. Actual Results of Evaluation: The website has been kept current and additional information has been added to it. For example, diversity proficiencies, EdS student handbook, and announcements have been posted. 4. Use of Evaluation Results: Will continue to update information on site and add documents and information to the site.

G. Goal 7: Faculty will make presentations during at least two regional professional meetings during the 2007-2008 academic year (1 year).

213 1. Institutional Goal which was supported by this goal: SP # 5 2. Evaluation Procedures: Count the number of publications and presentations listed on end of year faculty activity reports. 3. Actual Results of Evaluation: All faculty (3 full time and 1 part time) met or exceeded this goal for 2007-2008. 2005-2006 2006-2007 2007-2008 Professional Publications 4 3 4 Professional Publications Submitted 5 2 Professional Presentations: International 3 2 2 National 2 3 2 Regional/State 8 13 19 Workshops/Professional Development 23 19 19 Student Dissertations: Chairs 16 20 13 Committees 16 21 18 Editorial Boards 2 6 6 Professional Boards & Officers 5 7 9 Total 79 99 94 4. Use of Evaluation Results: Will continue to encourage faculty involvement and collaboration.

H. Goal 8: Partnership with DAAIS will continue (1 year). 1. Institutional Goal which was supported by this goal: SP # 5. 2. Evaluation Procedures: Observe opportunities for partnership. 3. Actual Results of Evaluation: Partnership has continued and meetings have been held with all DAAIS Superintendents. Sixteen Superintendents participated in a luncheon. Twenty-one districts cooperated for internship placements and practicum field experiences. 4. Use of Evaluation Results: Will continue partnerships.

I. Goal 9: MEd student internships will continue (1 year). 1. Institutional Goal which was supported by this goal: SP # 5; QEP # 4. 2. Evaluation Procedures: Observe the number and quality of internship placements. 3. Actual Results of Evaluation: All MEd internships were observed and placements were upheld. Number of faculty visits to internship sites increased to over 70 visits. 4. Use of Evaluation Results: Will continue internship placements.

214 J. Goal 10: All student dissertations will support the regional mission of Delta State University (1 year). 1. Institutional Goal which was supported by this goal: SP # 5; QEP # 3. 2. Evaluation Procedures: Review of dissertations. 3. Actual Results of Evaluation: Dissertation titles from this year included:  A Comparative Analysis of the Effectiveness of Direct Instruction Reading on African American, Caucasian, and Hispanic Students  The Relationship Between Health-Related Physical Fitness and Pre-season Overuse Knee Injuries in Collegiate Basketball  Gender and Other Factors Affecting the Acquisition of Early Literacy Skills  Learning Outcomes and Perceptions of High School Students Taking Foreign Language Courses Through an Interactive Distance Learning Program  Differences in Technology Access, Use, and Skills among Third Grade Students in the Mississippi Delta Region Served by the Delta Association for Improvement of Schools 4. Use of Evaluation Results: Dissertations will be published and students will be encouraged to write additional articles and make presentations on their topics.

A. Goal 1: Division will continue curricular development, sequencing, and analyzing leadership courses (1 year). 1. Institutional Goal which was supported by this goal: SP # 1; QEP # 3 2. Evaluation Procedures: Faculty will evaluate course syllabi, program curricula, and programs of study. 3. Expected Results: Curriculum will be better defined and aligned. 4. Use of Evaluation Results: Will continue to develop syllabi and curriculum matrices.

B. Goal 2: An orientation workshop will be offered for all EdS and EdD students to positively impact student retention (1 year). 1. Institutional Goal which was supported by this goal: SP # 2; QEP # 4 2. Evaluation Procedures: Ensure that the orientation is held and attended. 3. Expected Results: Students will be better informed about changes in the program and expectations. 4. Use of Evaluation Results: Will continue to update information for annual orientation; focus will be on new doctoral students and those nearing the end of their coursework.

215 C. Goal 3: On-line and alternative-schedule courses will be continued to increase student appeal (1 year). 1. Institutional Goal which was supported by this goal: SP # 2; QEP # 2 2. Evaluation Procedures: Compare number of courses to several years ago. 3. Expected Results: Students will have more convenient access to courses. 4. Use of Evaluation Results: Students have been receptive and complementary. We will continue these course offerings as much as possible.

D. Goal 4: Dissertation committees for current EdD students who are and will become ABD will be coordinated to spur graduation rates (1 year). 1. Institutional Goal which was supported by this goal: SP # 2; QEP # 4 2. Evaluation Procedures: Look at the assignments. 3. Expected Results: The students and faculty will be aware of committee makeup and inactive students will either become active or be dropped. 4. Use of Evaluation Results: Committee lists will continue to be updated.

E. Goal 5: Regular email, faculty meetings, and a faculty training session on email folders and organization will address communication concerns and possible solutions (1 year). 1. Institutional Goal which was supported by this goal: SP # 3; QEP # 4 2. Evaluation Procedures: Minutes and agendas from faculty meetings, emails, and an agenda from the training will be available. 3. Expected Results: Communication will flow freely; people will have the information they need. 4. Use of Evaluation Results: Will offer more email training sessions if required and adjust the faculty meeting schedule if faculty see the need.

F. Goal 6: The webpage for the Center for Rural School Leadership and Research will be updated (1 year). 1. Institutional Goal which was supported by this goal: SP # 4; QEP # 2 2. Evaluation Procedures: Visual evaluation of website. 3. Expected Results: Communication will be enhanced and correct information will be available quickly to students. 4. Use of Evaluation Results: Will continue to update information on site and add documents and information to the site.

216 G. Goal 7: Faculty will make presentations during at least two regional professional meetings during the 2008-2009 academic year (1year). 1. Institutional Goal which was supported by this goal: SP # 5 2. Evaluation Procedures: Count the number of publications and presentations listed on end of year faculty activity reports. 3. Expected Results: Enhanced professionalism and visibility in the professional community. 4. Use of Evaluation Results: Will continue to encourage faculty involvement and collaboration.

H. Goal 8: Partnership with DAAIS will continue (1 year). 1. Institutional Goal which was supported by this goal: SP # 5 2. Evaluation Procedures: Observe opportunities for partnership. 3. Expected Results: Collaboration and communication will continue. 4. Use of Evaluation Results: Will continue partnerships.

I. Goal 9: MEd student internships will continue (1 year). 1. Institutional Goal which was supported by this goal: SP # 5; QEP # 4 2. Evaluation Procedures: Observe the number and quality of internship placements. 3. Expected Results: Excellence in field experiences and clinical practice will continue. Collaboration with schools district personnel will continue. 4. Use of Evaluation Results: Will continue internship placements.

J. Goal 10: All student dissertations will support the regional mission of Delta State University (1 year). 1. Institutional Goal which was supported by this goal: SP # 5; QEP # 3 2. Evaluation Procedures: Review of dissertations. 3. Expected Results: Knowledge of current issues important to the region will be increased. 4. Use of Evaluation Results: Dissertations will be published and students will be encouraged to write additional articles and make presentations on their topics.

V. Data and information for department: Brief Description and/or Narrative of programmatic scope: The Thad Cochran Center for Rural School Leadership and Research is both a center and an academic division. The Master’s in Educational Leadership, the Specialist in Educational Administration and Supervision, and the Doctor of Education are housed in this division. Comparative Data (enrollment, CHP, majors, graduation rates, etc):

217 Table 1

Enrollment by Major Major Spring Summe Fall Spring Summe Fall Spring Summer Fall 2005 r 2005 2005 2006 r 2006 2006 2007 2007 2007 Educational 81 70 69 81 50 64 Administration* Professional 55 24 52 55 20 48 Studies** Total 136 94 121 136 70 112 *Educational Leadership and/or Educational Administration: MEd and EdS ** All EdD

Table 2 Graduates by Major* Major May 2006 May 2007 May 2008 December December December 2005 2006 2007

MEd-Educational 0 0 0 15 14 13 Leadership Educational Leadership 5 4 7 4 11 7 Specialist Professional Studies 1 2 2 2 0 3 Doctoral Total 6 6 9 21 25 23 * from Graduation Bulletins

218 Table 3 Credit Hour Production by Discipline* Discipline Summe Fall Spring Summe Fall Spring Summer Fall Spring r 2005 2005 2006 r 2006 2006 2007 2007 2007 2008 AED 279 402 222 366 336 228 CAD 33 CUR 138 27 45 129 87 33 EDL 219 140 196 140 196 169 ELR 306 285 234 294 273 294 SUP 156 90 84 0 87 54 Total 1098 977 781 929 979 778 *from Banner enrollment numbers

Table 4 Comparison of 2006 and 2007 Enrollment by Major* (*from 2006-07 Annual Report & Insti. Res.) 2006 2007 Spring Summer Fall Spring Summer Fall Educational 70 58 61 81 50 64 Leadership* Professional 73 58 67 55 20 48 Studies** *Educational Leadership and/or Educational Administration: MEd and EdS ** All EdD

Grants, Contracts, Partnerships, Other Accomplishments: Continued the Delta Health Alliance grant and have been assured funding for the coming year. Continued the partnership with DAAIS.

Economic Development initiatives and/or impact:

219 Faculty Service to Area Schools The division is committed to the provision of ongoing professional development and service to area school districts. In 2007-2008 as in past years, the faculty provided service through professional development sessions for area teachers and administrators.

Delta Health Alliance In keeping with Delta State’s mission to provide meaningful service to school districts in northwest Mississippi, the Delta Health Alliance was created by the College of Education, the Mississippi Congressional Delegation in Washington, D.C., the Delta Council, and a consortium of all school districts in the Delta service area. The broad scope of the Alliance covers recruitment and scholarships for undergraduate students in the teacher preparation program, administrative preparation for educational leadership roles in schools and school districts, and an academy for educational leaders who aspire to become superintendents.

The Delta experiences an economic impact directly through the initiative and through the commitment of scholarship recipients for employment in beginning teaching and administrator positions in the Delta. Providing these qualified individuals helps alleviate the teacher/administrator shortage.

Delta State University Educational Leadership Program The Delta State University Educational Leadership Program prepares students to earn both a Master’s degree in Educational Administration and Mississippi licensure as a school administrator in K – 12. The program is built upon a vision that includes: •  A partnership between the regional school districts and the university;  An instructional design that emphasizes teaching and learning as the foundation for school leadership in the region;  An integrated field-based developmental process;  Preparation of individuals who possess the knowledge, skills, and beliefs needed to effectively assume immediate school leadership positions and make significant leadership contributions in the region. The university partners with school districts to identify and recruit candidates with proven teaching ability and potential for leadership; to provide appropriate sites and mentors for field based internships; and to fill regional leadership positions with qualified candidates. The program is enhanced by funding available through the Mississippi Sabbatical Leave Act and the Delta Health Alliance.

Economic contributions include the presence of administrative interns in regional schools with no costs to the schools, and employed school administrators who have an employment commitment to fulfill upon program completion.

Diversity Compliance Initiatives and Progress: The division faculty are committed to the promotion of the ideals of a diverse population. Students are respected and the Diversity Proficiencies are nurtured and developed through classroom activities as well as division procedures. Diversity among faculty is

220 actively sought when advertising and reviewing applications for positions. Because it has been difficult to attract diverse faculty members to the division, diversity has played an important role in the choice of adjunct professors.

Committees reporting to unit (Committee records archived in Director/Chair’s office): Doctoral Admission and Curriculum Council

V. Personnel: A. Faculty for the Division, 2007-2008

Full time: Dr. Kathleen Jenkins Dr. Dan McFall Dr. Lynn Varner

Part time: Dr. Arthur Cartlidge Dr. Ann Harland Webster

Staff: Cindy Horton (senior secretary) Julie Avent (research assistant)

Adjunct Faculty for 2006-2007:

Summer 2007 Fall 2007 Spring 2008 Tim Colbert Richard Noble Lana Clark Marvin Lishman (2) Tyrone Jackson* Wilma Wade* Jim Nicholson Margie Pulley* Margie Pulley* Sharon Freeman* Sharon Freeman* Sharon Freeman* Wilma Wade* Arthur Cartlidge* Ilean Richards* *African American

221 Noteworthy activities and accomplishments:

B. Other Noteworthy Division Activities and Accomplishments:

1. Teaching  Increased student research projects and professional presentations and publications  Increased number of courses utilizing Blackboard  Revised syllabi to appropriately reflect the conceptual framework as well as national standards  Revised and expanded the assessment practices and system  Continued participation in the Delta Health Alliance grant under HRSA  Continued 100% passing rate on the SLLA licensure examination for administrators  Hosted the Leadership Celebration  Organized and participated in student trips to: o Greenwood Vocational Center/High Schools That Work initiative o Mississippi Department of Education o Mississippi Legislative session o National conference in New Orleans (ASCD) o State leadership meetings (MASA) and sponsored luncheon  Continued the Doctoral Admission and Curriculum Council  Continued collaboration with the Mississippi Private School Association  Innovative practices in teaching: Creative Scheduling (weekends; alternatives in summer); Technology: WebCT Courses (completely on-line and enhanced),Video Conference Courses, PowerPoint Presentations (instructors and students), E-mail and Faxes; Variety in Instructional Methods: Problem Based Learning, Role Plays, Small Group Work, Student Presentations, Writing Editing, Lecture (some), Case Studies, Data Analysis, Guest Speakers, Student Reflection, Peer Feedback, Portfolios, Action Research Projects  Two student/faculty presentations at national and state professional conferences  Major improvements in internship/practicum courses and mentor feedback  Continued collaboration among professors and adjunct instructors to ensure consistency across courses and sections

2. Scholarship

222 Scholarship Summary

Professional Publications 4 Professional Publications (Submitted) 2 Professional Presentations International 2 National 2 Regional/State 19 Workshops/Professional Development 19 Student Dissertations Chairs 7 Committees 9 Editorial Boards 5 Professional Boards & Officers 6

Faculty Scholarship 2007-2008

. Jenkins, K., & Lordi, J. (2007). Parenting styles and student performance on the MCT. Paper presented at the annual Delta State University Research and Scholarship Symposium, Cleveland, MS.

. Jenkins, K., & McFall, D. (2008). The effect of prescriptive writing assignments on educational leadership graduate students’ writing proficiency. Paper presented at the annual Delta State University Research and Scholarship Symposium, Cleveland, MS.

. Jenkins, K., & Webster, A. H. (2007). The Mississippi school administrator sabbatical program: An investment in today and tomorrow. Paper presented at the annual Delta State University Research and Scholarship Symposium, Cleveland, MS.

. McFall, D. (2007). Characteristics and Perceptions of Rural University Graduate School Distance Learners. (in preparation for submission to the Delta Education Journal).

. McFall, D. & Lane, R. (2007). Selected variables affecting the recruitment of highly qualified teachers in rural school districts. Presentation at the Research and Scholarship Symposium, Delta State University, Cleveland, MS.

223 . McFall, D. & Melton, E., (2008). Preparing Students for Writing Excellence in Advanced Degrees. Presentation at the National Association of Developmental Educators Conference, Boston, MA.

. McFall, D. & Melton, E., (2008). Preparing Students for Writing Excellence in Advanced Degrees. (in preparation for submission to the NADE Research Journal).

. McFall, D. & Melton, E., (2008). Selected Demographics for Graduate Students in the Mississippi Delta. Presented at the 4th Annual Research and Scholarship Symposium, Delta State University.

. McFall, D. & Melton, E., (2007). Recruitment and Retention of Highly Qualified Teachers in the Mississippi Delta. Presentation at the Reaching Out To Mississippi Education in Action Conference, Delta State University.

. McFall, D. & Melton, E. (2007). Predicting Success in Developmental English Courses. Delta Education Journal, Vol IV, 2007, 4- 11.

. McFall, D. & Melton, E., (2007). Predicting Success in Developmental English. Poster Presentation at the National Association for Developmental Education Conference, Nashville, TN.

. Varner, L. (2007, June). Preparation of future school leaders. Proceedings of the College Teaching and Learning Conference, Ljubljana, Slovenia.

. Varner, L. (2007, June). Preparation of future school leaders. Paper presented at the annual College Teaching and Learning Conference, Ljubljana, Slovenia.

3. Service  Served on the Mississippi Rural Educators Association Executive Board  Educational Leadership Program Council Secretary and 4 faculty on the council  Mississippi Board of Examiners for Accreditation  ELCC national program review training (3 faculty)  SRCEA, MSERA, and DEJ – Editorial Boards  Served on Executive Board for the National Dropout Prevention Center/Network  Institutional Review Board Chair and executive committee

224  Faculty Senate and Executive Board  Graduate Council members  Provided professional development to area school district teachers and administrators  Utilized a core of area administrators as clinical faculty in the Educational Leadership Program  Provided judges for regional spelling bee, academic quintathlon, and reading fair  Accompanied a group of students to the annual meeting of the ASCD in New Orleans  Accompanied a group of students to the state legislature and the MDE  Accompanied a group of students to two state MASA conventions and sponsored luncheon  Met with area school administrators to discuss pertinent issues  Multiple committees across the University  Multiple community committees and service activities  Provided free APA writing/research workshops open to all DSU students

4. Other  Number of graduates has increased each year for last three years.  Hired secretary, research assistant, adjuncts, and consultants  Enhanced website including EdD application procedures, portfolio rubrics, class schedules, announcements, etc.  Creative scheduling—video, online, off campus, weekends, etc.  NCATE Coordinator: Assessments, syllabi, conceptual framework, reports, training, response to BOE report and successful paper documentation to continue Full Accreditation  College of Education Administrative Council  Writing assignment for division…consistent early assignment, rubric, feedback  Continued collaboration with MPSA  Faculty reviews/semester, grades  Surveys: graduates, current students, employers, stakeholders  Reports: NCATE, strategic plan, DEI, annual reports, learner outcomes, program  New brochures for all programs, website upgrade, attendance & networking @ state and national meetings  Comps…MEd, EdS, and EdD; revamped, administered, scored, remediated  Annual performance reviews for faculty and staff

New position(s) requested, with justification:

225 Will be replacing Dr. Jenetta Waddell who became chair of Teacher Education and Assessment Director with Dr. Thomas Taylor and Dr. Randy Lane who left DSU with Dr. Lynn Varner. Will hire a new Director and Chair to replace Lynn Varner who has requested to return to nine-month faculty. Requesting to continue the movement of personnel from the federal grant to the regular budget as much as funds will allow. Move Dr. Dan McFall into regular budget. Sixty-six percent of the division’s total salary paid from DHA grant; the grant will not continue indefinitely.

Recommended change of status: Move Dr. Lynn Varner from twelve to nine month.

VI. Degree Program Addition/Deletions and/or Major Curriculum Changes:

Changes made in the past year: The Educational Specialist degree in Educational Administration and Supervision was changed from a 33 to a 36 hour program. All courses in the program are being re-vamped to reflect new national and state standards in the filed of leadership. The assessment system for all programs were refined.

Recommended changes for the coming year(s): Continue to refine the curricula and assessments for all programs.

___X____Academic Unit ______Administrative/Support Unit

VI. Unit Title: Division of Teacher Education

Unit Administrator: Jenetta R. Waddell, Ed.D.

227 II. Educational Program Learning Outcome Assessment Plan (Academics) Learner Outcomes identified for the major.

Bachelor of Science in Elementary Education Degree Program

A. Learning Outcome B. Data Collection and C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the Analysis What were the findings of the 1.List any specific recommendations. 2. Describe changes in curriculum, undergraduate Elementary 1. What assessment tools analysis? courses, or procedures that are proposed Education and/or methods will you use to or were made/ are being made as a result major know, value, or be able determine achievement of the of the program learning outcome to do at graduation and learning outcome? 2. Describe assessment process beyond? how the data from these tools and/or methods will be/have been collected. 3.Explain the procedure to analyze the data. # 1 Demonstrate mastery of the 1. Institutional reports and The last available data (9/1/05 1. Evaluate the impact of knowledge and skills associated individual score reports for – 8/31/06) revealed a 91% pass recent program changes that with both the content and PRAXIS II Content: rate on the PRAXIS II Content require students in CEL 317, pedagogy of the undergraduate Elementary Education: assessment with the highest Principles and Techniques of degree program in Elementary Curriculum, Instruction, and percentage of candidates Teaching in Early Childhood, Education. Assessment, K-5, and PRAXIS achieving passing scores in the and CEL 318, Principles and II: Principles of Learning and areas of Arts and PE (74%) and Techniques of Teaching in the GE 1 Teaching (PLT) will be the Reading/Language Arts, Middle Grades to plan an assessment tools used. Science, and General integrated unit comprised of Information (all 73%). The lessons in all content areas. 2. These assessments are lowest percent of passing Evaluate the impact of norm-referenced measures, the scores were in Math (63%). On collaboration between passage of which is required to the Principles of Learning and elementary and content-area receive a teaching license in Teaching (PLT), the passing faculty in an attempt to Mississippi. The assessments rate was also 91%, with the coordinate best practice are taken by all candidates prior highest percentages of strategies in the respective to admission to student candidates achieving passing content areas.

228 teaching. scores in the areas of Faculty will collaborate to Instruction and Assessment determine ways to provide the 3. The assessment results will (73%). The lowest passing rate candidates with more case be analyzed in the aggregate to was noted for Instruction and histories. determine strengths and Assessment- Case Histories weaknesses in candidates’ (68%). 2. Collaboration with the knowledge of content and mathematics faculty led to a pedagogy in the field. recommendation to require a grade of C or better in these prerequisite math content-area courses: MAT 131, 231, 331. The change has been approved and will be implemented during the 2008-2009 academic year.

# 2 Demonstrate mastery of the 1.a. College BASE (C-Base), a Scores on the C-Base 1.a. The faculty will consider knowledge associated with criterion-referenced academic assessment range from 40-560, the establishment of cut scores content in Elementary achievement exam (covering with 300 being average. for the assessment based on the Education. mathematics, social studies, Candidates in the introductory performance of the DSU science, and English) will be courses (CEL 301 & CUR 302) students. GE 2, 3, 8 administered. demonstrated the highest Faculty will consider average performance in the making passing the C-Base 2.a. The assessment will be areas of mathematics exam an entry requirement for administered to all candidates (Avg.=248) and social studies the program. in CEL 301/CUR 302, (Avg.=212). The lowest Introduction to Education, as a average performance was noted 2.a. Beginning in fall 2007, measure of students’ content in the area of science instructors who teach the knowledge. (Avg.=205). When compared to introductory courses (CEL 301 the national norms, overall, the & CUR 302) met with the 3.a. An institutional summary, candidates demonstrated low to candidates regarding their as well as individual score marginal content knowledge of scores. Improvement plans reports, will provide descriptive science, social studies, English, were developed for all whose data. and math. score(s) fell below the DSU

229 average.

1.b. Indicators from the Student For spring and fall 2007, all 1.b. None at this time. Teacher Assessment Instrument candidates received outstanding (STAI) will be used to assess or acceptable ratings from both 2.b. Faculty will continue to the content knowledge of the the Cooperating Teacher (CO) address content and student teachers. The STAI, and the DSU Supervisor (SU) pedagogical content knowledge cross-referenced to Interstate for all areas of the STAI that in courses to prepare them for New Teacher Assessment and indicated their knowledge of clinical practice and subsequent Support Consortium (INTASC) content. However disparities teaching. Standards 1, is an instrument greater than 20% were noted used statewide to measure between the CO and SU ratings teacher candidates’ abilities on candidates’ knowledge within the following domains: about appropriately specifying planning and preparation, or selecting learner objectives communication and interaction, for lessons for fall 2007 (CO- teaching and learning, 95.45%; SU-72.73%). managing the learning environment, assessment of student learning, and professionalism and partnerships.

2.b. This assessment will be used in the Fall 2007 semester.

3.b. A 4-point rubric will be used. TaskStream reports provided descriptive data. (See Appendix A, Instrument 1 for the STAI rubric.)

230 # 3 –Demonstrate the ability to 1.a. The STAI Indicators 1 – 8 A majority of the candidates in 1.a. None at this time plan and implement instruction will be used to assess the the methods courses and during for diverse populations in the candidates’ ability to plan student teaching received 2.a. Disparities between CO elementary school setting that instruction. outstanding or acceptable and SU ratings continue to be reflects Interstate New Teacher ratings on all indicators. noted at about the same Assessment and Support 2.a. Data will be collected Candidates in the methods proportions. Discussions with Consortium (INTASC) during CEL 317, Principles courses received the greatest the CO about expectations for Standards.1 and Techniques of Teaching in percentage (77.42%) of candidate performance will be Early Childhood, and CEL 318, outstanding ratings on the pursued. GE 1, 9 Principles and Techniques of indicator that indicated their Faculty in methods courses Teaching in the Middle Grades, ability to specify or select and all courses that require as well as in the student learner objectives for lessons. lesson plans will emphasize the teaching experience. The only indicators that selection of appropriate marginal ratings were assigned procedures for lessons. CEL 3.a. A 4-point rubric will be were for items that indicated 317/318 faculty will continue to used. TaskStream reports candidates’ ability to specify or emphasize integration of provided descriptive data. (See select procedures for lesson subject areas during the Appendix A, Instrument 1 for (12.9%), plan lessons that Integrated Unit explanations the STAI rubric.) integrate knowledge from and instruction. several subject areas (9.68%), Beginning in fall 2007, a and incorporate lesson from the STAI is being multiculturalism and diversity taught during field experiences in lessons (6.45%). Candidates in CEL 317 and CEL 318. This in student teaching received the change will enable candidates greatest percentage of to receive classroom experience outstanding ratings from both in integrating knowledge from the Cooperating Teacher (CO) several subject areas. and the DSU Supervisor (SU) on the indicator that indicates their ability to plan lessons that integrate content knowledge (CO-90.91%; SU 95.45%). Overall, the methods

231 candidates and the student teachers demonstrated their ability to plan effective lessons. Though weaknesses were noted in the method students’ abilities to integrate knowledge from several subject areas, it did not manifest as a weakness for the student teachers. Thus, candidates appear to gain planning skills during student teaching that allow them to overcome weaknesses prior to the end of their clinical experience.

1.b. Candidates will plan and During the Spring 2007 1.b. None at this time teach integrated units covering semester, all candidates in CEL all content areas through 317 and CEL 318 obtained 2.b. Trend data indicate that collaborative group work. scores at the target level on all candidates’ performance in rubric components. During the differentiating instruction is 2.b. Data will be collected in Fall 2007 semester, all improving. Faculty will CEL 317, Principles and candidates (100%) scored at the continue to emphasize Techniques for Teaching in the target or acceptable level on all differentiating instruction in all Primary Grades, and CEL 318, areas of the unit plan except the courses that involve lesson Principles and Techniques for development of appropriate planning. Teaching in the Middle instructional activities (74%) Grades. and differentiated instruction (75.2%). 3.b. A scoring guide will be used to assess collaborative planning and teaching. (See Appendix A, Scoring

232 Guide/Rubric 2 for the Integrated Lesson Plan scoring guide.)

# 4 - Demonstrate ability to 1. All candidates in CEL 317, Aggregated scores for 1. None at this time plan and implement integrated Principles and Techniques for integrated units in CEL 317 and instruction in the elementary Teaching in the Primary CEL 318 revealed that all 2. Faculty in all classes that school through a collaborative Grades, and CEL 318, candidates successfully require candidates to plan network. Principles and Techniques for collaborated to plan and teach lessons will emphasize each Teaching in the Middle an integrated unit in the field component of the planning GE 1, 9 Grades, will plan and teach during the Spring 2007 process to include examination integrated units covering all semester. Spring 2007 of contextual factors, content areas through candidates scored higher in the development of appropriate collaborative group work. area of differentiated learning goals, instructional instruction (M = 3.65 out of 4) activities, assessments, and 2. Candidates will work in than Spring 2006 and Fall 2006 differentiating instruction to groups to develop and candidates. meet the needs of diverse implement two multifaceted In Fall 2007, candidates in learners. units (one for CEL 317 & one the methods courses (CEL 317- for CEL 318). Each unit will be Principles and Techniques of The Fall 2007 CEL 318 scored by the course instructor Early Childhood and CEL 318- candidates were engaged in a using rubrics and scoring Principles and Techniques of Differentiated Instruction guides. Implementation of the Middle School) demonstrated workshop that was presented by units will be scored by a small their ability (100% -target) to the Special Education faculty at group of Elementary Education determine contextual factors DSU, results of collaborative and Special Education faculty that impact instruction, develop efforts between Elementary using indicators 16- 38 of the appropriate learning goals, and Education and Special STAI. develop appropriate Education faculty to strengthen assessments. All candidates candidates’ abilities to 3. Data will be analyzed using (100%) scored at the effectively meet the needs of means, frequencies, and outstanding or acceptable level diverse students. percentages. (Appendix A, on all areas of the unit plan Faculty will continue to Scoring Guide/Rubric 2 for the except the development of emphasize differentiating

233 Integrated Lesson Plan scoring appropriate instructional instruction in all courses that guide.) activities (74%) and involve lesson planning. differentiated instruction (75.2%). Overall, the candidates demonstrated that they were able to effectively and appropriately plan for elementary students. Candidates’ performance in differentiating instruction shows an increase since Spring 2007. It is noted that Spring 2007 candidates scored higher in the area of differentiated instruction than previous semesters.

# 5 - Demonstrate ability to 1. The Teacher Work Sample Data analysis from spring 2007 1. None at this time measure impact on student (TWS) Folio is a performance- revealed that one hundred learning in the elementary based assessment that requires percent of candidates scored at 2. The percentage of school setting based on teacher candidates to assess the target levels on the TWS candidates who met or partially assessment data. their impact on student learning during student teaching (CEL met the indicator for while simultaneously 496), with only a small interpreting student data GE 1, 2, 3, 4 improving their ability to percentage of candidates showed an increase over the reflect upon practice and make scoring at the unacceptable Spring 2007 data. This needed improvements. In CEL level on indicators within indicator was tracked due to 497, Diagnosis and Evaluation sections of the TWS that previous weaknesses. Faculty of Student Achievement in the involved alignment of learning will continue to track this Elementary School, candidates goals with national, state, and indicator and will continue to will be required to complete the local standards (indicator not emphasize interpreting student Teacher Work Sample (TWS) met= 9.09%), implications for data in methods courses. assessment based on professional development

234 hypothetical data in preparation (indicator not met = 4.45%), for implementation during CEL and integration of instruction 496, Directed Teaching in the across the content areas Elementary School. (indicator not met = 4.45%). Data analysis for fall 2007 2. For each experience, the indicated that candidates in the teacher candidate will complete methods course (CEL 497- a seven-day unit of integrated Assessment and Evaluation in study according to the Student Elementary School) met or Teacher Assessment Instrument partially met all indicators of (STAI) indicators, and develop the Teacher Work Sample a corresponding Teacher Work emphasizing impact on student Sample (TWS). In completing learning except clarity and the TWS, candidates gather accuracy of presentation of data data, assess, and reflect upon (3.23% did not meet the the following eight dimensions indicator) and alignment with related to teaching and learning goals (3.23% did not learning: Contextual meet the indicator). All Information, Learning Goals, candidates either met (41.94%) Assessment Plan, Design for or partially met (58.06%) the Instruction, Instructional indicator demonstrating their Decision Making, Analysis of ability to interpret student data. Student Learning, Reflection During student teaching, 100% and Self-Evaluation, and of the candidates achieved a Design for Instruction in target rating on indicators of Elementary Education. the TWS that addressed impact on student learning. Overall, 3. Each component of the TWS the candidates in the methods will be graded with its course demonstrated that they respective rubric. The scores were able to positively impact will be analyzed for means, student learning. The only frequencies, and percentages. weakness noted was the (See Appendix A, Scoring performance of one candidate

235 Guide/Rubric 3 for the TWS who did not demonstrate the rubric.) ability to present the student data clearly and accurately and another candidate who did not align student data with the learning goals. All of the student teachers demonstrated that they were able to positively impact student learning.

# 6 - Demonstrate ability to 1. A Reading Case Study (RCS) In Spring 2007, candidates 1. None at this time. diagnose and remediate deficits will be used to collect data on exhibited strong abilities to in reading skills exhibited by candidates’ ability to diagnose collect student data background 2. Candidates’ performance in diverse elementary students. and remediate deficits in information, summarize results analyzing student data shows reading skills exhibited by and make sound an increase since Spring 2007. GE 1, 2 diverse elementary students recommendations regarding Faculty will continue to during CRD 326, Diagnosis students’ needs. Spring 2007 emphasize analyzing student and Remediation of Reading data continued to reveal data in all courses that Difficulties. All components are candidate weaknesses in incorporate pre- and/or post- aligned with ACEI standards. analyzing their assessment data testing. (50% scored at the 2. Each candidate in CRD 326 unacceptable level). will complete a RCS as s/he In Fall 2007, candidates works with an assigned performed best in the category elementary student in a local demonstrating their ability to school. The RCS will be collect and describe student assessed with a scoring guide. background information The scoring guide consists of 7 (93.33%- target). They also components that cover the demonstrated high percentages areas of contextual factors, test of target performance in administration, analysis of presenting student data testing results, (86.67%) and summarizing recommendations for case study data and making

236 remediation, and development recommendations for further and implementation of needs- instruction (86.67%). The based instruction. greatest percentages of unacceptable ratings were 3. The scores will be analyzed noted for candidates’ ability to for means, frequencies, and accurately present test results percentages. (See Appendix A, (13.33%) and summarizing Scoring Guide/Rubric 4 for the data and making RCS scoring guide.) recommendations. A majority of the candidates (93.33%) received either target or acceptable ratings on the indicator for the ability to analyze student data. Overall, the candidates demonstrated that they were able to impact student learning through the gathering, analysis, and interpretation of student data. Weaknesses were noted in candidates’ ability to accurately present test results, summarizing data and making recommendations for further instruction.

# 7 - Exhibit dispositions 1. & 2. The Dispositions Data from Spring 2007 1. None at this time. associated with successful Rating Scale (correlated with revealed that candidates in the teaching in the elementary the Student Teacher introductory courses received 2. A comprehensive effort is school. Assessment Instrument) will be the greatest percentages of made to teach and assess used to assess students’ acceptable ratings from appropriate dispositions GE 10 dispositions in CEL 301/ CUR instructors in the areas of throughout each semester. 302, Introduction to Teaching, flexibility (80.55), attitude Increased focus in faculty study

237 and CEL 496, Directed (74.07), and professional groups on how students rate in Teaching. growth (70.37). During student the aggregate on individual The scale will also be used teaching, candidates received indicators, as well as how their to assess individual candidates’ the greatest percentages of self-assessments compare with progress toward exhibiting the acceptable ratings from the assessments of dispositions throughout the instructors in the areas of poise faculty/supervisors, in an effort program. The scale contains 15 and confidence (36.50). All of to pinpoint strategies for dispositions and associated them were rated by their enhancing dispositions will indicators correlated with cooperating teachers as continue. The disparity between effective teaching research. outstanding or acceptable on all beginning students’ scores and 3. Ratings will be analyzed for components. Twenty of 21 candidates’ scores at the exit means, frequencies, and student teachers were rated by point indicates that dispositions percentages using TaskStream. the DSU supervisors as can and do change with (See Appendix A, Instrument 2 outstanding or acceptable, with experiences, and, therefore, for the Dispositions Rating one candidate receiving an may be influenced throughout Scale.) unacceptable rating on the elementary education appropriate use of materials program. and technology. While Trend noted: Punctuality candidates at initial and continues to be a disposition intermediate points in the category that a minority of the program consistently exhibited candidates do not completely a range of development with master. The faculty will regard to dispositions, continue to stress the candidates in student teaching importance of punctuality and (CEL 496) during Spring 2007 will follow course protocol for exhibited higher ratings across tardies. Candidates who receive all components than their peers excessive tardies will continue who are in the initial stages of to be flagged and counseled. the program (CEL 310/CUR 302). During Fall 2007, a majority of the candidates in introductory courses (CEL 301/CUR 302)

238 met or exceeded expectations for all areas of the dispositions rating scale. However, a few candidates received insufficient ratings in categories that demonstrated attendance & participation (8%) and punctuality (12%). For the student teachers, the CO and the SU ratings indicated that the candidates met or exceeded all categories of the disposition rating scale except punctuality (CO-4.55%). Overall, the candidates in the introductory courses and clinical practice meet or exceed disposition expectations. However, punctuality appears to be a disposition that is not fully overcome before the candidates complete program requirements.

# 8 - Demonstrate ability to 1. Each semester, all teacher In Spring 2007, all candidates 1. None at this time synthesize views of education candidates in CEL 301/CUR scored either “Outstanding (4)” which are commensurate of 302, Introduction to or “Acceptable (3)” on all 2. Although data suggest that best practices and Elementary Education, will categories of the philosophy. candidates are developing professionalism. develop a brief position paper However, the greatest appropriate professional that synthesizes the candidate’s percentages of acceptable behaviors and can articulate GE 1, 5, 10 views of education, providing scores were noted in them through the philosophy, rationale related to beliefs candidates’ abilities to ratings on ability to relate about the purposes of and articulate their philosophical curricular content areas and

239 influences upon education, beliefs about developmental professional standards indicate personal goals, factors stages of learner (77.78), other a lower degree of target associated with the influences on education performance. Faculty who teaching/learning climate, (77.78), and curricular content teach the Introductory course content to be taught and areas (72.22). In the will continue to address all influences upon it, and introductory courses, the areas of the philosophy and will professional growth highest percentages of continue to conference with expectations and candidates scored at the students who fail to earn at responsibilities. Candidates will outstanding level on their least acceptable ratings for all also refine their philosophies abilities to articulate aspects of areas of the philosophy. during student teaching. educational professionalism Though views of education (66.67), the purpose of which are commensurate of 2. Both philosophies will be education (61.11), and the best practices and graded with the same scoring importance of reflection professionalism are stressed guide. However, scores (57.10). The highest throughout the program, faculty assigned to candidates in CEL percentages of candidates in the reviewed the curriculum to 301/CUR 302 are given with introductory courses scored at identify where stronger the consideration that they are the acceptable level on their emphasis could be placed in a novices to education and have abilities to articulate more meaningful manner to not yet had an opportunity to developmental stages of help candidates more clearly attain much of the knowledge learners ( 77.78), impact of see these connections to their and engage in key experiences standards on education (77.78), teaching. This curriculum that are necessary for curricular content areas (72.22), mapping was completed during synthesizing an appropriate and other influences on the spring 2008 faculty retreat. view of the teaching/learning education (66.67). During Changes will be implemented interaction. student teaching, the highest in the 2008-2009 academic percentage of candidates scored year. Meanwhile, faculty will 3. Scores will be entered into at the outstanding level on their emphasize standards (content TASKStream and analyzed for abilities to articulate personal areas and curricular) in all means, frequencies, and goals as an educator (61.90). classes. percentages. (The Philosophy The highest percentage of of Education rubric is found in candidates scored at the Appendix A, Scoring acceptable level on their

240 Guide/Rubric 1.) abilities to articulate curricular content areas (66.67). In Fall 2007, overall, both groups of candidates demonstrated that they were knowledgeable of and could articulate content and pedagogical content appropriate for elementary teachers. However, the ratings also indicate that one or more in each group were required to resubmit their philosophies until the acceptable rating was acquired. In the introductory course (CEL 301/CUR 302), and during student teaching, candidates received outstanding and acceptable ratings in all areas of the Philosophy of Education. Candidates received the greatest percentage of outstanding ratings for their abilities to articulate the purpose of education (40.43). Candidates received the least percentage of outstanding ratings on articulation of their knowledge and understanding about collaboration with parents and the community (17.02) and educational standards, other influences on

241 education, and the role of reflection (all 17.02). During student teaching, candidates received the greatest percentage of outstanding ratings for their abilities to articulate knowledge about student diversity (59.09) and knowledge about educational standards (54.55). Candidates received the least percentage of outstanding ratings on articulation of their knowledge and understanding about the importance of reflection (27.27).

Master of Education in Elementary Education Degree Program

Learning Outcome Data Collection and Results of Evaluation Use of Evaluation What were the findings of the analysis? What should a graduate in the Master’s Analysis Results Elementary Education 1. What assessment tools and/or methods 1.List any specific recommendations. major know, value, or be able to do at will you use to determine achievement of the 2. Describe changes in curriculum, courses, graduation and beyond? learning outcome? 2. Describe how the data or procedures that are proposed or were from these tools and/or methods will be/have made/ are being made as a result of the been collected. program learning outcome assessment 3.Explain the procedure to analyze the data. process # 1 - Demonstrate 1. Content and pedagogical Data showed that the majority of 1. None at this time understanding of knowledge content knowledge will be students enrolled in the program and skills associated with the assessed using a comprehensive acquired the knowledge and skills2. The course syllabi in the M. content of the M. Ed. degree examination. associated with its content. A Ed. program have been aligned program in Elementary small number of students failed towith the standards of National

242 education. 2. The comprehensive pass all portions of the exam. Board of Professional Teaching examination will be administered Standards (NBPTS). Additionally, GE 1 each semester and each summer plans have been made to further session to candidates in the final strengthen the comprehensive course of the M. Ed. examination by aligning specific questions with the NBPTS. Also, 3. A rubric will be used to conferences were held with evaluate the exams. Distribution students failing the of scores will be analyzed to comprehensive examination to assess strengths and weaknesses help them understand their in the program. weaknesses and means of The comprehensive remediation. examination is linked to both the National Board for Professional Teaching Standards (NBPTS) 1 for the middle childhood/generalist (Standard II, Knowledge of Content and Curriculum), and the early childhood generalist (Standard V, Knowledge of Integrated Curriculum). These standards relate directly to knowledge/skills that elementary teachers need in order to understand what needs to be taught. Additionally, the comprehensive examination is linked to Guiding Principle 1 of the Delta State University Conceptual Framework. (See Appendix A, Scoring Guide/Rubric 5 for the comprehensive examination

243 rubric.)

# 2 - Demonstrate ability to 1. & 2. a. In CEL 610, Effective In CEL 610 all candidates for 1. None at this time. plan and support planning at Instruction, candidates will be Spring 2007 and Fall 2007 both the lower and upper required to plan and teach a received outstanding or 2. Differentiated instruction elementary levels using lesson in an approved elementary acceptable scores. An area of continues to be an area of appropriate professional school setting. relative strength was identified in weakness. Faculty will provide expertise. developing grade-level more instruction, experiences, and 3.a. A rubric will be used to appropriate lessons (100% simulations to aid candidates in GE 1, 9 assess planning, management, outstanding). An area of relative developing skill in this area. and implementation of the lesson. weakness was identified in The rubric is based on the differentiated instruction (83.33% Student Teacher Assessment acceptable). Instrument (STAI) that serves as a primary guide in the state for assessing teacher performance. (See Appendix A, Scoring Guide/Rubric 6 for the CEL 610 lesson plan rubric.)

1. & 2.b. In CEL 630, Practicum in Elementary Education, In CEL 630, Spring 2007, all 1.b. Track candidates’ skill in the candidates will be required to candidates received outstanding use of technology to determine if plan and implement a teaching or acceptable scores on 29 of the curricular changes should be unit. 31 indicators. One candidate did made. not obtain an acceptable score on 3. b. Sections of the Teacher indicators related to prior student 2.b. None at this time. Work Sample (TWS) will be used learning and alignment with as a means to demonstrate national, state, or local standards. candidate ability to plan and For Summer 2007, the majority support planning. Sections to be of candidates met the standard used are Contextual Factors, required for each indicator. A Learning Goals, Assessment weakness was identified in the

244 Plan, Design for Instruction, use of technology, with 53.33% Instructional Decision Making, meeting the standard and 46.67% and Design for Instruction in partially meeting the standard. Elementary Education. A These data indicate that distribution of scores will be used overall, candidates understand to analyze data. (See Appendix how to plan and support planning. A, Scoring Guide/Rubric 3 for the TWS rubric.)

The assessment data from CEL 610 and CEL 630 are related to the NBPTS Standards II (Knowledge of Content and Curriculum) and VI (Meaningful Applications of Knowledge) for the middle childhood/generalist and Standard VI (Multiple Teaching Strategies of Meaningful Learning) for the early childhood generalist.

# 3 - Demonstrate the ability to 1. & 2. In CEL 610, Effective In CEL 610, Spring 2007 and 1. Track candidates’ skill in the teach effectively in a field Instruction, and CEL 630, Summer 2007, all candidates use of technology to determine if experience/clinical setting. Practicum in Elementary were rated as outstanding or curricular changes should be Education, candidates will be acceptable on lesson plan made. GE 1, 9 evaluated while teaching a lesson.implementation and classroom 3. A rubric and a modified TWS management. incorporating parts of the STAI In CEL 630, Spring 2007, all 2. None at this time. will be used to evaluate the candidates were rated as candidates’ teaching. outstanding or acceptable on (See Appendix A, Scoring lesson plan implementation and Guide/Rubric 6 for the CEL 610 classroom management. For rubric and Scoring Guide/Rubric Summer 2007, all candidates

245 3 for the TWS rubric.) received outstanding or acceptable ratings in all areas. A relative weakness was noted in use of higher order questions and incorporating technology.

# 4 - Demonstrate the ability to 1. & 2. In CEL 610, Effective In CEL 610, Spring 2007 and 1. The faculty will examine the have an impact on student Instruction, and CEL 630, Summer 2007, all candidates curriculum to identify areas in learning and support of an Practicum in Elementary received outstanding or which training in assessment and environment that supports Education, pre- and post- acceptable scores. In CEL 630, impact on student learning can be learning. assessment data will be used to Spring 2007 and Summer 2007, improved. evaluate the impact of the lesson the majority of candidates GE 1, 2, 3, 4 on student learning and the received outstanding or 2. None at this time. support of an environment that acceptable scores on the majority supports learning. of the indicators. One candidate received an unacceptable score on 3. In CEL 610, a rubric rating knowledge of students’ varied skills in assessment will be used. approaches to learning and The TWS will be used in CEL implications for instructional 630 to collect the data to show planning. Relative weaknesses that candidates have an impact on were identified in assessment and student learning and support an analysis of student learning. environment that supports learning. (See Appendix A, Scoring Guide/Rubric 6 for the CEL 610 rubric and Scoring Guide/Rubric 3 for the TWS rubric.)

# 5 - Demonstrate appropriate 1. & 2. Candidates will complete In Spring 2007, a majority of 1. Continue to track ratings in the dispositions for candidates who a self-assessment using the candidates received outstanding areas of weakness to identify are working toward the M. Ed. Dispositions Rating Scale in ELR and acceptable ratings on all trends.

246 degree in Elementary 605. indicators. Candidates received Education. the highest ratings on indicators 2. None at this time. 3. Mean, median, and score that demonstrate sensitivity GE 10 distributions will be calculated. toward maintaining confidentiality of student and colleague information. Candidates received the lowest ratings on indicators that demonstrate professional growth, particularly in the area of demonstrating the value of lifelong learning.

In Summer 2007, candidates received outstanding or acceptable ratings on all indicators except in the areas of poise and confidence, taking responsibility for emotional states, taking the initiative to consult with others when necessary, engaging in successful home-school partnerships, use of technology, and professional growth (33.3% not sufficient). The greatest area of weakness was noted in the area of working effectively with community and social service agencies (66.7% not sufficient).

# 6 - Demonstrate an 1., 2., & 3. Diversity assessmentsIn CEL 610, Spring 2007 and 1. None at this time. understanding of diversity and will be carried out in CEL 610, Summer 2007, data indicated that the ability to teach diverse Effective Instruction, and CRD all candidates demonstrated that 2. In CRD 624, Summer & Fall populations effectively. 624, Literacy Instruction in they practiced the principles of 2007, the revised exam yielded

247 Elementary Education. In CEL diversity in their classroom improved quality of responses. GE 7 610 a rubric will be used to teaching. All candidates scored collect data. In CRD 624, data at the outstanding or acceptable will be collected from a final levels. exam essay question. In CRD 624, Summer and Fall Information pertaining to 2007, all candidates obtained diversity is directly related to outstanding and acceptable scores Standard II (Equity, Fairness, and on the exam question indicating Diversity) of the early their understanding of diversity childhood/generalist area of the and effective teaching strategies NBPTS as well as Standard IV for diverse learners. (Respect for Diversity) of the middle childhood/generalist area. (See Appendix A, Scoring Guide/Rubric 6 for the CEL 610 rubric.)

# 7 – Demonstrate effective 1. 2. & 3. Surveys of recent On the survey of recent 1. Review course content in the teaching in K – 8 educational graduates and their employers graduates, median scores on all elementary core courses to settings (Follow-Up Surveys). will be conducted in early Spring items fell at the strong or identify ways to enhance the 2008 to gain information adequate preparation levels, with ability of M.Ed. candidates to GE 1, 9 pertaining to how the graduates the exception of working with work with students with special demonstrated effective teaching special needs students, which fell needs. in the K-8 setting. Mean, median, at the neutral level. and score distributions were On the survey of employers, 2. The format of CEL 611, calculated. (See Appendix A, median scores on all items fell at Classroom Management, has Instrument 5 for details of the the strong preparation level. been changed to include the Follow-Up Survey.) videotapes by Harry Wong. Additionally, in class examples are being presented which reflect various classroom management behaviors with various age groups. In CEL 610, Effective

248 Instruction, emphasis is now being placed on preventive techniques dealing with minor management problems, and techniques for dealing with major management problems. Candidates are required to teach a lesson and are rated on their management skills. Also, more comprehensive strategies for classroom management are being incorporated through field-based teaching with clinical feedback from supervisors on-site, followed by reflection and classroom discussion.

1The National Board for Professional Teaching Standards was established in 1987 to set high and rigorous standards for what accomplished teachers should know and be able to do. It is governed by a board of directors comprised of classroom teachers, school administrators, legislators and others from a cross-section of community, business, and government sectors.

249 Educational Specialist in Elementary Education Degree Program

A. Learning Outcome B. Data Collection and Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the Ed .S. 1. What assessment tools and/or methods What were the findings of the analysis? 1.List any specific recommendations. Elementary Education will you use to determine achievement of the 2. Describe changes in curriculum, courses, major know, value, or be able to do at learning outcome? 2. Describe how the data or procedures that are proposed or were graduation and beyond from these tools and/or methods will be/have made/ are being made as a result of the been collected. program learning outcome assessment 3.Explain the procedure to analyze the data. process # 1 - Demonstrate an 1. & 2. A comprehensive In Summer 2007, out of 5 1. & 2. The fail rate increased in understanding of the examination will be administered candidates who took the Fall 2007 after the implementation knowledge and skills each semester to candidates in thecomprehension exam, one failed.of a revised rubric for scoring the associated with the content of final course work of the The pass rate was 80%, and the comps. However, the ratings by the Ed. S. degree program in Educational Specialist degree fail rating was 20%. In fall 2007,the evaluators were consistent. In Elementary Education. program. out of 4 candidates who took the Spring 2008, the pass rate comprehensive exam, 2 failed. improved. GE 1 3. A rubric will be used to The pass rate was 50%; the fail Since the number of candidates evaluate the examinations and rate was 50%. taking the comps each semester is scores will be analyzed to assess small, the faculty will continue to strengths and weaknesses in the track candidate performance to program. note trends and make changes as The assessment data are linked warranted. to both the National Board For Professional Teaching Standards (NBPTS) 1 for the middle childhood/generalist (Standard II, knowledge of Content and Curriculum) and the early childhood generalist (Standard V, Knowledge of Integrated Curriculum). These standards relate directly to knowledge/skills elementary teachers need in order to understand what needs to be taught. Assessment data are also

250 linked to Guiding Principle 1 of the Delta State University Conceptual Framework. (See Appendix A, Scoring Guide/Rubric 5 for the comprehensive examination rubric.)

# 2 – Demonstrate the ability to 1. & 2. In order to show that In CEL 706, Spring 2007, all 1. Due to the small N involved in plan and support planning at a candidates in the Educational candidates (N=8) all candidates these groups, trend data will level commensurate with the Specialist degree program in met or partially met indicators continue to be developed with Educational Specialist level of Elementary Education can plan demonstrating their ability to further implementation of the expertise. and support planning at an plan and support planning at a Teacher Work Sample. advanced level of expertise, level commensurate with the GE 1, 9 candidates in CEL 705, Education Specialist level of 2. Use of technology continues to Practicum in Early Childhood expertise. In Fall 2007, all be a weakness. Faculty will review Education (K-3), and CEL 706, candidates in CEL 705 met or the curriculum to determine when Practicum in Upper partially met all indicators and where the use of technology is Elementary/Middle School (4-8), indicating the ability to plan emphasized and will make will plan and teach lessons based effective lessons for elementary warranted changes. on a modified Teacher Work students. The best performance Sample that incorporates a was in the areas of aligning research component for this learning goals with standards advanced level of preparation. (M= 3.00), accurately CEL 705 is taught the first representing content (M= 2.83), semester of each academic year and demonstrating sound and CEL 706 is taught the professional practice (M=2.83). second. They performed least well in the area of clarifying criteria and 3. These sections of the Teacher standards for student Work Sample (TWS) will be used performance and utilizing to show the ability to plan and technology (M=2.16). However, support planning: Contextual at this advanced level,

251 Factors, Learning Goals, expectations for high levels of Assessment Plan, Design for performance are increased, and Instruction, Instructional data support that candidates Decision Making, and Design for meet these expectations. Instruction in Elementary Education. The assessment data in this area are related to the NBPTS Standards II (Knowledge of Content and Curriculum) and VI (Meaningful Applications of Knowledge) for the middle childhood/generalist and Standard VI (Multiple Teaching Strategies of Meaningful Learning) for the early childhood generalist. (See Appendix A, Scoring Guide/Rubric 3 for the TWS rubric.)

# 3 - Demonstrate the ability to 1. & 2. Candidates in CEL 705, In CEL 705 (Fall 2007) and CEL 1. None at this time. successfully teach in a field Practicum in Early Childhood 706 (Spring 2007), all experience/clinical setting. (K-3), will teach a lesson that willcandidates scored at the 2. The data collected gave be videotaped and assessed using outstanding or acceptable levels indications that refinement is GE 1, 9 a scoring guide. Additionally, in all categories. needed in the teaching of the candidates in CEL 706, lesson and the videoing process. Practicum in Upper Plans are currently being made to Elementary/Middle School (4-8) refine these processes. also will teach a videotaped Plans for program improvement lesson that will be assessed using also include the expansion of a scoring guide. action research through teacher work sample methodology in 3. A modification of the TWS future practicum experiences.

252 incorporating parts of the Student Teacher Assessment Instrument (STAI) will be used to collect data. (See Appendix A, Instrument 1 for details of the STAI and Appendix A, Scoring Guide/Rubric 3 for the TWS rubric.)

# 4 - Demonstrate that 1. & 2. Candidates in CEL 705, In CEL 706, Spring 2007 (N=8), 1. None at this time. candidate’s teaching has an Practicum in Early Childhood (K-and CEL 705, Fall 2007, (N=3), impact on student learning and 3) and CEL 706, Practicum in all of the candidates met the 2. Currently plans are being made support of an environment that Upper Elementary/Middle School indicator for analysis of student to refine the lesson planning, supports learning. (4-8) will teach videotaped learning. All candidates were teaching, and videotaping so that lessons. able to analyze student data and more impact on student learning GE 1, 2, 3, 4 determine the number of can be better demonstrated. 3. The Contextual Factors Sectionstudents who made progress Program planners are currently and Analysis of Student Learning toward learning goals. Overall, reviewing models of curriculum sections of the TWS will be used tothe candidates were able to design that would enhance collect this data. demonstrate impact on student candidate understanding related to This area is directly related to learning. differentiated instruction, with Standard III (Learning implementation planned for the Environment) of the middle 2007-08 academic year. childhood/generalist standards for the NBPTS. (See Appendix A, Scoring Guide/Rubric 3 for the TWS rubric.)

# 5 - Demonstrate that 1., 2., & 3. Students in the Ed. S. In ELR 702, Spring 2007, a 1. Due to a small number of candidate teaching reflects program in Elementary Educationmajority of the candidates candidates in the CEL 706 (N = 8), appropriate dispositions are rated on dispositions during received outstanding and the program coordinator will necessary for effective ELR 702, Educational Research acceptable ratings on all of the continue to review trend data teaching. and Design, and CEL 706, indicators. Candidates received related to professional

253 Practicum in Upper the highest ratings on indicators dispositions. While reports of GE 10 Elementary/Middle School. In that demonstrate ethical unfavorable dispositions are rare at ELR 702, the Dispositions Rating treatment of others. Candidates this advanced level in the Scale is used to provide a self- received the lowest ratings on Educational Specialist degree assessment, while the instructor indicators that demonstrate program, it should be noted that uses a rubric to rate the students collaboration with home, school, the number was also small for this CEL 706. The four disposition and community partners. In Fall group. Therefore, such instances areas under consideration in CEL 2007, all candidates received would be few. 706 are a. Lifelong Learning, outstanding and acceptable b. Professional Behavior and scores. A strength was identified 2. None at this time. Growth, c. Professional Ethics, in demonstrating the value of and d. Professional Initiative. lifelong learning. The information is filed in the For the Spring 2007 semester, student’s folder for advisement all candidates in CEL 706 rated purposes. NBPTS Standard II at the average and above average (Equity, Fairness, and Diversity) levels. There were no of the middle candidates that scored at the childhood/generalist area is below average or unacceptable directly related to dispositions. levels. Mean scores included the (See Appendix A, Instrument 3 following: lifelong learning (M = for the Dispositions Rating Scale. 3.88), professional behavior and See Appendix A, Scoring growth (M = 3.88), professional Guide/Rubric 7 for the ethics (M = 3.75), and dispositions rubric used in CEL professional initiative (M = 706.) 4.00).

# 6 - Demonstrate that 1. 2., & 3. Candidates in CEL While the number was too small 1. Models of differentiation (such candidate teaching reflects 706, Practicum in Upper (N=8) to draw broad as Understanding by Design) are teaching and respect for Elementary/Middle School (4-8), generalizations for the group being studied for use in future diversity. will describe a lesson they have reported in this assessment, the practicum courses. taught in which they successfully data suggest similar findings GE 7 taught diverse populations. seen across this and other 2. None at this time. Candidates will also complete a programs. Specifically,

254 TWS that reflects diversity in the candidates have some difficulty Contextual Factors section. differentiating for diverse Information pertaining to learners in a substantial and diversity is directly related to integrated manner. Standard II (Equity, Fairness, and Diversity) of the early childhood/generalist area of the NBPTS as well as Standard IV (Respect for Diversity) of the middle childhood/generalist area. Guiding Principle 3 of the College of Education Conceptual Framework is also directly related to diversity. (See Appendix A, Scoring Guide/Rubric 3 for the TWS rubric.)

# 7 – Demonstrate teacher 1. & 2. Surveys completed by Employers reported that the 1. None at this time. leadership in K – 8 educational employers of Educational graduates from the DSU settings (Follow-up Surveys). Specialist graduates in Elementary Education program 2. Candidates in the practicum elementary education will be received strong or adequate courses at the specialist level will GE 1, 5, 10 conducted during early Spring preparation in all areas except continue to complete case studies 2008 to gain information about working with special needs that enable them to better employers’ perceptions of the students (18.2% somewhat weak understand and deal with special Educational Specialist graduates’ or weak), integrating technology needs problems. demonstration of teacher (9.1% somewhat weak), and leadership in the K-8 educational collaborating with fellow setting. teachers (18.2% somewhat weak or weak). 3. Score distributions were Data indicate that overall calculated. (See Appendix A, employers of Ed. S. graduates Instrument 5 for details of the were well pleased. However,

255 Follow-Up Survey.) program planners have noted that there is interest in increasing candidates’ understanding of assessment practices and interpersonal skills.

1The National Board for Professional Teaching Standards was established in 1987 to set high and rigorous standards for what accomplished teachers should know and be able to do. It is governed by a board of directors comprised of classroom teachers, school administrators, legislators and others from a cross-section of community, business, and government sectors.

Master of Arts in Teaching Degree Program

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the Master of 1. What assessment tools and/or What were the findings of the 1.List any specific recommendations. Arts in Teaching major know, value, or methods will you use to determine analysis? 2. Describe changes in curriculum, be able to do at graduation and beyond? achievement of the learning outcome? courses, or procedures that are proposed 2. Describe how the data from these or were made/ are being made as a result tools and/or methods will be/have been of the program learning outcome collected. assessment process. 3.Explain the procedure to analyze the data.

256 #1 - Demonstrate proficiency 1. & 2. Data will be collected All applicants admitted to 1. None at this time. in basic pre-professional and prior to program admission the Master of Arts in content knowledge the through scores on PRAXIS I Teaching (MAT) program 2. A firm application deadline Mississippi Department of Pre-Professional Skills have met or exceeded the date is still in place for Education requires for Assessment (PPST), a measure Mississippi Department of applications. This data insures Alternate - Route Teacher of basic skills in reading, Education’s minimum cut all applicants are able to provide Education candidates through writing, and mathematics, and scores. the necessary PRAXIS the Master of Arts in Teaching PRAXIS II: Subject documentation before being degree program. Assessments, measures of allowed to enter the program. specific subjects that K-12 The Master of Arts in GE 1 educators will teach, as well Teaching brochure has as general and subject-specific continued to be used, which teaching skills and knowledge. provides resources for PRAXIS information. 3. Master of Arts in Teaching (MAT) Committee will review scores and note trends.

#2 - Demonstrate the ability to 1.a. & 2.a. The Master of Arts Qualitative data from 1.a. Each fall, qualitative data plan and implement instruction in Teaching Program is a candidates’ reflection should continue to be collected that meets the needs of diverse year- long experience in the journals suggested that the in order to determine how well learners in the classroom field. As such, instructors in majority felt adequately the pre-teaching courses prepare setting. CEL/CUR 611*, CEL/CUR prepared after the first four candidates for their clinical 612 and CEL/CSD 614, as courses. Fall 2007 experiences and to ascertain GE 1, 9 well as CSP 546*, (the four candidates commented they areas of concern. pre-teaching or summer enjoyed the courses. courses) will use a variety of 2.a. A stronger orientation case studies, instructional program has been developed strategies, and resources to which includes the development help prepare candidates for the of a MAT handbook (2nd year in field. Data will be collected use). via online journals which

257 candidates will keep during Fall 2007 in CEL/CUR 650*.

3.a. Qualitative data from the online journals will be analyzed.

1.b. & 2.b. During the For Spring 2007, all 1.b. Internship supervisors CEL/CUR 650* fall and candidates scored at the should continue to stress the spring courses candidates will acceptable or outstanding importance of lesson planning be evaluated three times each level on the final STAI during the initial visit. However, semester by a university evaluation. Indicators 7 the increase in scores is supervisor using Domain I: (integration of subject satisfactory and demonstrates Planning and Preparation of matter) and 8 (incorporating that the candidates are learning the Student Teacher multiculturalism and to create lesson plans. Assessment Instrument (STAI). diversity in lessons) were associated with somewhat 2.b. None at this time. 3.b. Descriptive statistics will lower scores. be calculated in TaskStream. For Fall 2007, the first (See Appendix A, Instrument observation indicated a 1 for the details of the STAI.) weakness on the mean score for Indicator 4 (documentation of materials to be used in the lesson), but scores on this indicator improved on the second and third observations. All candidates scored at the acceptable or outstanding level on all indicators on the final STAI evaluation.

258 #3 - Demonstrate the ability to 1. & 2. The Master of Arts in On the final Spring 2007 1. Introduce wait-time complete a successful Teaching Program is a year- STAI observation, the mean questioning strategies during internship. long experience in the field. scores for all key indicators methods courses during the first During the CEL/CUR 650* met expectations because all semester of the program. GE 1, 9 Fall and Spring courses candidates were rated as candidates will be evaluated outstanding or acceptable. 2. None at this time. three times each semester by a On all indicators except 17 university supervisor using the (projects enthusiasm for STAI. The following domains teaching and learning) and will be used to assess the 23 (incorporates a variety of internship: communication technology and resources and interaction, teaching and into instruction) all learning, managing the candidates scored as learning environment, and outstanding. assessment of student In Fall 2007, mean scores learning. on all indicators for each of the three visits were at the 3. Descriptive statistics will be acceptable level. A relative calculated in TaskStream. weakness was identified on (See Appendix A, Instrument Indicator 29 (adequate wait 1 for the details of the STAI.) time during questioning).

#4 - Demonstrate the ability to 1.a. & 2.a. During each Fall During Spring 2007, 1.a. The program coordinator measure student achievement, semester in CEL/CUR 650* candidates with deficits on and supervisors will continue to employ classroom courses, candidates will be the TWS from the Fall require that changes be made to management, and adjust instructed to submit a semester successfully all Teacher Work Samples with instruction for maximum completed Teacher Work addressed these deficits. a final passing TWS being impact on student learning. Sample (TWS) that has been In reviewing the drafts of submitted and reviewed (if implemented in their the TWS submitted during necessary) during the spring GE 1, 2, 3, 4 classrooms. Corrections will the Fall 2007 semester, it CEL/CUR 650* internship. be cited and final TWSs will was determined that areas of be due at the conclusion of strengths for candidates 2.a. None at this time. each Spring semester. were the following:

259 The TWS assesses contextual factors, candidates’ knowledge, skills, appropriateness for students, and dispositions related to best modes of approach, and practice/reflective thought alignment with learning with respect to candidate goals. Weaknesses were impact on student learning. identified in interpretation The components include of data, evidence of impact contextual factors associated on student learning, with learning, the implications for future development of learning teaching and alignment with goals, an assessment plan, a learning goals. design for instruction, evidence of instructional decision making, analysis of student learning, and reflection and evaluation. The Teacher Work Sample is aligned with university, state, and national standards.

3.a. The TWS uses a 3-point rubric. (See Appendix A, Scoring Rubric 3 for the TWS rubric.) 1. None at this time. 1.b. & 2.b. The STAI All candidates scored at the Diversity Assessment will be acceptable or outstanding 2. None at this time. administered in CEL/CUR level on the final STAI 650*. Data will be collected observation. However, on in TaskStream. the first observation, some candidate scores on 3.b. The STAI uses a 4-point Indicator 4 (proper rubric. (See Appendix A, documentation of materials)

260 Instrument 1 for details of the were below the acceptable STAI.) level.

#5 - Demonstrate the ability to 1. & 2. During the Fall In Spring 2007, most 1. None at the time. identify and develop the semester a Teaching candidates performed at the professional behaviors Philosophy of Education will acceptable or outstanding 2. Based on the Spring 2007 associated with an effective be collected from each student level on the majority of results, instructors now require teacher. as a measure of professional indicators. Some candidate the candidates to reference state behaviors. During the Spring scores fell below the standards in their lesson plan GE 1, 5, 10 semester philosophies will be acceptable level on the units. revised in order to determine indicator related to the if any changes have occurred. implementation of national, state, and district standards. 3. A 4-point rubric will be In Fall 2007, candidate used to evaluate the scores on all indicators were assignment. (See Appendix A, at the acceptable or Scoring Guide/Rubric 1 for outstanding levels. the Teaching Philosophy of Education rubric.)

#6 - Demonstrate the ability to 1. & 2. The Dispositions For Spring 2007 and Fall 1. The program coordinator possess the dispositions of an Rating Scale (Domain VI of 2007, the majority of ratings should continue to stress the effective educator. the Student Teacher on candidate self- need for all candidates to Assessment Instrument: assessments and on possess the dispositions of GE 10 Professionalism and assessments by instructors effective teachers. Furthermore, Partnerships) will be used to were at the acceptable or school based mentors should assess candidates’ outstanding levels. continue to be utilized as professional dispositions. The effective role models. rating scale contains 16 2. The program coordinator indicators dealing with the reviewed the dispositions data candidate’s ability to exhibit with each candidate and shared professional behaviors concerns, questions and

261 associated with effective comments. This was done early teaching and collaborate with in the internship so that educational partners. The candidates could make needed quantitative data will be improvements and capitalize on collected in CEL/CUR 650*. strengths. Dispositions are revisited throughout the 3. Descriptive statistics are internship and resubmitted for calculated in TaskStream. review at the end of the (See Appendix A, Instrument experience. 3 for details of the Dispositions Rating Scale.)

#7 – Demonstrate effective 1. Follow-up surveys will be The majority of graduate 1. None at this time. knowledge, skills, and administered to graduates and respondents reported that professional dispositions their prospective employers. they were properly prepared 2. None at this time. (Follow-up Surveys). Surveys for graduates will be for planning, instruction, mailed, while employer and accommodation for GE 1, 5, 10 surveys were conducted via students with disabilities. the telephone. The majority of employers stated that they were 2. The surveys will conducted satisfied with the quality of early in the Spring 2008 teachers produced by the semester. MAT program. It was also discovered that some 3. Descriptive statistics will graduates had already left be calculated. (See Appendix their teaching positions. A, Instrument 5 for details of the Follow-Up Survey).

* The following titles are provided for referenced courses. CSP 546 – Advanced Survey of Exceptional Children CEL/CUR 611 – Classroom Management and Organization CEL/CUR 612 – Development, Assessment, and Evaluation CEL/CSD 614 – Methods of Instruction in Elementary/Secondary Schools

262 CEL/CUR 650 – Dimensions of Learning/Internship

Master of Education in Special Education Degree Program

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1.List any specific recommendations. Master’s in Special Education will you use to determine achievement of 2. Describe changes in curriculum, major know, value, or be able to do at the learning outcome? 2. Describe how courses, or procedures that are graduation and beyond? the data from these tools and/or methods proposed or were made/ are being made will be/have been collected. as a result of the program learning 3.Explain the procedure to analyze the outcome assessment process. data. #1 - Demonstrate mastery of 1. In the Master of Education Analysis of data for Assessment 1. None at this time. the content of the M.Ed. degree Program in Special Education, 1 (PRAXIS): program in special education, content knowledge will be Six candidates submitted Praxis 2. The new format for including, but not limited to measured in two ways. All scores in Spring 2007. Four comprehensive exam is history, philosophy, theories, candidates will take the candidates submitted Praxis parallel in presentation with legal and ethical practices, PRAXIS specialty area Specialty scores in Summer the format of the new program service delivery, curriculum examination, Education of 2007, and six submitted Scores assessment instruments we are and instruction. Exceptional Children (0353). in Fall 2007. All candidates had now using for our All candidates will also take a passing scores. CEC/NCATE accreditation. In GE 1 written comprehensive CSP 545 (Fall), CSP 643 examination. Analysis of data for assessment 2 (Fall), CSP 547/647 (Spring), (Comprehensive Examination): CSP 550 (Summer), major 2. Candidates entering the In Spring 2007, six candidates assignments are in the same program may be divided into took the comprehensive exam on format as the comprehensive three categories. One subgroup the old format. Four passed; two examinations where includes individuals who have failed. Summer results were also candidates demonstrate completed an undergraduate on the old format. Two knowledge and skill expertise degree in special education. candidates failed the first time through written responses to These candidates have already and passed on the second structured prompts. These met the Praxis Specialty Area attempt. They were given a instruments have all been requirement. The second second test two weeks later to introduced for the first time in

263 subgroup includes individuals keep them on the old format. Fall Fall 2007, Spring 2008 or will with undergraduate degrees in exams were on the new format. be introduced Summer 2008. other areas of education. These Candidates all attended As candidates become individuals are advised to take mandatory review sessions. Five accustomed to extensive the Praxis exam upon of six candidates passed. The writing to prompts in each completion of 15-18 hours of candidate who did not pass major assignment, we expect coursework. The last subgroup completed course work in 1998. writing to improve and members have undergraduate She was under special content expertise to become degrees in areas other than permission to take more consistent. education. Some have already comprehensive exams, even passed the special education though her time to finish the Praxis exam due to degree had expired. requirements for alternate licensure in Mississippi. Others Spring Results. Average are full time students and are performance per question ranged advised to take the Praxis exam from 78% to 86%. Minimum upon completion of 15-18 competency is set at 70%. hours of coursework. The Overall candidate performance Praxis examination must be ranged from 69% to 94%. The passed in order to register for cutoff score for each question comprehensive examinations. was 70%. All candidates met the Candidates will take an standard for questions 1 and 3. essay-type comprehensive One candidate did not meet the examination in the last standard for question 2 and 5; semester of their program. This two candidates did not meet the may be the semester in which standard for question 4. the candidate is taking Questions were also analyzed for remaining coursework or it writing elements. The cutoff may be the semester after score for each writing element course completion. Candidates was 70%. One candidate each are required to attend at least did not meet the standard for one comprehensive mechanics, content breadth, examination study session content depth and clarity. All

264 before taking comps. These candidates met the standard for sessions orient the candidates content accuracy and to the format of the exam, organization. provide a study guide with prompts and a copy of the Summer results. Summer scores rubric, and give suggestions on were not analyzed in detail as we time management and editing were moving to new format. during the test session. Prior to Fall 2007 the exam Fall results: Overall performance was a five-hour examination ranged from 55 to 95%. The comprised of five broad cutoff score for each question questions. Each question was 70%. One candidate each represented content and skills did not meet the standard for in each of the following five questions 1-3; two candidates did classes: CSP 546, CSP 643, not meet the standard for CSP 640, CSP 686 and CSP question 4. Questions were also 616. These courses represented analyzed for writing elements. 1) an overview of special The cutoff score for each writing education (CSP 546); 2) element was 70%. One candidate curriculum, instruction and each did not meet the standard assessment for early childhood for content depth, content (CSP 640), elementary school standards and clarity. Two (CSP 686), and secondary candidates did not meet the school (CSP 643); and 3) standard for mechanics, content instructional and classroom breadth and organization. management (CSP 616). In Fall 2007 the program initiated a revised format for comprehensive examinations in response to feedback from our accrediting body. The examination consists of four sets of questions

265 covering: 1) Law and Practices, 2) Development and Characteristics of Learners, 3) Individual Learning Differences, and 4) Professional and Ethical Practice. Each set includes two questions and a single set of prompts derived from the CEC standard(s) covered by that set. Candidates are given the prompts and related CEC standards in practice comprehensive exams administered throughout the program and in comps study and orientation sessions. On the exam, the candidates are given the questions and the prompts. Prompts are provided to elicit parallel content regardless of the specific question. The exam is given in two three-hour sessions; each session covers two question sets. Candidates respond to one question from each question set.

3. Comprehensive exams will be graded using a 4-point rubric which rates both content and writing. Candidates are rated on a) mechanics, b)

266 content breadth, c) content depth, d) standards based content, e) organization, and f) clarity. Three faculty members read and score each candidate’s work. Candidates must score 70% or higher from at least two faculty members. Faculty members meet to discuss the results for each candidate to make the final determination. All decisions are made blind; candidate names are not revealed until the entire group has been processed. Comprehensive examinations are administered in candidates’ last semester enrolled in the program. (See Appendix A, Scoring Guide/Rubric 8 for the comprehensive examination rubric.)

#2 - Demonstrate skills 1. & 2. Undergraduate Spring results: Two groups of 1. None at this time. associated with the master’s programs at Delta State candidates were assessed in level in special education in University use the STAI Spring 2007, those enrolled in 2. The introduction of the planning and implementing (Student Teacher Assessment CSP 547* (internship) and those Special Education Unit instruction for individuals with Instrument) to evaluate student enrolled in CSP 647* Planner and associated exceptional learning needs in a teaching. Because our (practicum). Because this is the assessments has expanded our variety of classroom settings. candidates are enrolled in an capstone course for the program, previous efforts to bridge the initial preparation program, it is expected that each candidate knowledge/skill gap presented GE 1, 9 even though it is a graduate receive ratings of 3 (meets by having a Masters degree

267 program, until Fall 2007, we expectations) or 4 (exceeds program that includes had chosen to use the STAI in expectations) on all indicators. candidates without previous our assessment of planning and For the CSP 547* group, ten of coursework in teacher implementation of instruction. the fourteen candidates exceeded education. Last year we The first section of the STAI expectations on 70% or more of implemented an instructional rates the candidates on the indicators. The other four planning class (CSP 672*). planning and preparation for candidates met or exceeded We have now expanded teaching. In CSP 686 and 643* expectations on 70% or more of methods classes to include a field experiences, we used a the indicators. For CSP 647*, comprehensive unit planner modified form of these group performance was strong; and analysis of instruction indicators, which broke down 79% to 100% of the group met or (CSP 643*) and have included the skills into subcomponents. exceeded expectations on each this element in both clinical Beginning in Fall 2007 we indicator. practice classes for Spring will begin to introduce the use 2008 (CSP 547/647*). In Fall of a modified teacher work Fall results: Clinical practice 2008 we are also expanding sample, the Special Education courses (CSP 547/647) were not skill levels of candidates who Unit Planner, to give an offered in fall 2007. The Special do have previous coursework expanded assessment of Education Unit Planner was in teacher education by adding planning and implementation introduced to candidates for the an advanced planning class for of instruction. This is in first time for formative that group (CSP 674*). response to criticism of our assessment in CSP 643*. All accrediting body (CEC) on the candidates passed all indicators. overuse of STAI. We will still use the STAI for observation of instruction. The Special Education Unit Planner has a total of five components which deal with teaching processes identified by research and best practices as fundamental to improving student learning. Each dimension (or teaching

268 process) of this teacher work sample is followed by a standard, the task, a prompt, and a rubric that defines various levels of performance on the standard. The standards and rubrics are be used to evaluate candidate work. The prompts help document the extent to which the candidate has met each standard. Candidates will be required to plan a comprehensive unit. Before teaching the unit, they will be asked to describe contextual factors; identify learning goals based on state or district content standards; create an assessment plan designed to measure student performance before, during, and after teaching; and plan for instruction. After teaching the unit, candidates will analyze student learning and then reflect upon and evaluate teaching as related to student learning in the Teacher Data Collection Project and Reflection. Candidates enrolled in CSP 643* will complete the assignment without the teaching component.

269 Hypothetical data will be used to address the prompts.

3. A 4-point rubric will be used to score the Special Education Unit Planner. Score distributions are calculated. (See Appendix A, Scoring Guide/Rubric 9 for the Special Education Unit Planner rubric.)

#3 - Demonstrate skills 1.& 2. In Spring 2007, to In Spring 2007, eleven out of 1. None at this time. associated with the master’s successfully complete the fourteen candidates scored above level in special education in the clinical practice experience, 80% on this measure. Three 2. This is a weak area in our measurement of student each candidate will be observed candidates scored 75% or lower. program. Despite two methods achievement and adjustment of teaching a lesson. The STAI In Fall 2007, candidates classes with field experiences instruction for maximum Section V will be used as the completed the Teacher Data (CSP 643* and CSP 686*) impact on student achievement. assessment. Collection and Reflection and a class in assessment In Fall 2007, in response to Project based on case study (CSP 545), candidates are not GE 1, 2, 3, 4 our accrediting body, we will information. This was the first consistent in daily adopt a more rigorous measure time they were introduced to the measurement of student of impact of student learning: format and concept of a teacher progress. Due to feedback the Teacher Data Collection work sample. This was formative from our national accrediting and Reflection Project. This data. Candidates passed every body, we are expanding our measure will be used for indicator. assessment system for this clinical practice for the first area. This new system was time in Spring 2008, as there fully implemented in Spring will not be a clinical practice 2008. course in the Fall 2007. It will be introduced as a case study in CSP 643* during the Fall 2007 semester.

270 3. For Spring 2007, the indicators in Section V: Assessment of Student Learning of the STAI, with its 4-point rubric will be used. The candidate must score a 3 or 4 on all indicators. Score distributions will be calculated. For Fall 2007, the Teacher Data Collection and Reflection Project 4-point rubric will be used. The rubric contains nine indicators. Score distributions will be calculated. (See Appendix A, Instrument 1 for the STAI. See Appendix A, Scoring Guide/Rubric 10 for the Teacher Data Collection and Reflection Project rubric.) #4 - Exhibit dispositions 1. The Dispositions Rating For Spring 2007, the median 1. None at this time. associated with the successful Scale will be used to assess scores on all indicators fell at the teaching of children and youth candidate dispositions. The meets expectations level. For 2. None at this time. with disabilities. scale was developed by COE Summer 2007, the median scores faculty and is based on on the majority of indicators fell GE 10 dispositional characteristics at the meets expectations level. identified in the STAI. The Relative weaknesses were graduate candidate version of identified in Resourcefulness and the scale contains 16 Professional Growth. A relative dispositional characteristics. strength was noted in Ethics. For Fall 2007, the median scores 2. The data will be collected in on all indicators fell at the meets ELR 605 through the or exceeds expectations levels.

271 completion of a candidate self- assessment.

3. Mean, median, and score distributions will be calculated. (See Appendix A, Instrument 3 for details of the DRS.)

#5 - Demonstrate an 1.a. The Openness to Diversity For Spring 2007, median scores 1. None at this time. understanding of diversity and and Challenge Survey (ODCS) of strongly agree or agree were the ability to teach diverse will be administered to assess obtained on all survey items. For 2. None at this time. populations effectively. candidate attitudes. Summer/Fall 2007, median scores of strongly agree or agree GE 1, 7, 9 2.a. The ODCS will be were obtained on all survey administered to students in items, with the exception of EPY 601. Item 6, “The courses I enjoy the most are those that make me 3.a. Mean, median, and score think about things from a distributions will be calculated. different perspective,” on which a median score of neutral was obtained.

1.b. Beginning in Fall 2007, For Spring, Summer, and Fall information from the 2007, median scores on all Sensitivity section of the indicators fell at the Meets Dispositions Rating Scale Expectations level. (DRS) will be used to assess diversity.

2.b. The data will be collected in ELR 605 through the completion of a candidate self- assessment.

272 3.b. Mean, median, and score distributions will be calculated. (See Appendix A, Instrument 3 for details of the DRS. See Appendix A, Instrument 4 for details of the ODCS.)

#6 – Demonstrate knowledge, 1. & 2. Follow-up surveys will For the survey of recent 1. None at this time. skills, and dispositions be administered to recent graduates (N = 13), median appropriate for a beginning graduates and their employers scores on all indicators fell at the 2. None at this time. teacher (Follow-up Survey). in early Spring 2008. strong or adequate Preparation levels. GE 1, 9, 10 3. Mean, median, and score distributions will be calculated. For the survey of employers (N = (See Appendix A, Instrument 5 5), median scores on all for details of the Follow-Up indicators fell at the strong Survey.) preparation level.

*The following titles are provided for referenced courses. CSP 545 - Special Education Assessment CSP 547 - Internship in Special Education CSP 643 - Programming for Individuals with Mild/Moderate Exceptional Learning Needs CSP 647 - Practicum in Special Education CSP 686 - Education of Individuals with Mild/Moderate Exceptional Learning Needs

III. Goals

A. Goal # 1: Review and/or revise the program assessment system for each degree program within the Division of Teacher Education. The data collected in the program assessment systems will be analyzed and used to make program improvements.

273 1. Institutional Goals Which Were Supported by This Goal: SP 1; QEP 2, 4

2. Evaluation Procedure(s):

The undergraduate elementary education program faculty used ACEI requirements and NCATE standards to review and/or revise the initial candidate program assessment system currently in use. The faculty of the graduate elementary education program used ACEI requirements, National Board for Professional Teaching Standards (NBPTS), and NCATE standards to review and/or revise the advanced program assessment system currently in use. The Master of Arts in Teaching (MAT) faculty used the NCATE Standards to review and/or revise the program assessment system in use. The special education faculty revised the program assessment system currently in use to meet CEC requirements.

A new version of the Dispositions Rating Scale, used to assess candidate values, commitments, and professional ethics, was implemented for all programs during the Fall 2007 semester. A COE Assessment Manual, which standardized assessment procedures, was distributed to all programs early in the Fall 2007 semester. The completion of Assessment Data Summary and Analysis Reports was implemented in Fall 2007. These reports, which are completed by faculty each semester, provide a succinct method of documenting assessment results and the uses of such results. The reports were disseminated to internal and external stakeholders for explanation, review, and comment. The Special Education professional program report containing the revised program assessment system will be resubmitted to CEC in September 2008.

In the elementary education programs, the following results were noted: 1. Undergraduate Program - Data from past administrations of the College BASE, an assessment of content knowledge, were used to calculate the mean DSU scores on each section of the assessment. 2. Undergraduate Program - Faculty used data from the Philosophy of Education assessment to identify possible weaknesses in candidates’ ability to synthesize views of education that are commensurate of best practices and professionalism. 3. Master’s Program - The course syllabi were aligned with the standards of National Board of Professional Teaching Standards (NBPTS). 4. Master’s Program – Data indicated a relative weakness in candidates’ ability to plan and implement effective student assessments. 5. Master’s Program – Data indicated the need for improvement in candidates’ ability to work effectively with students with special needs.

274 6. Master’s and Ed.S. Programs – Data indicated the need to develop a more detailed and thorough rubric for use in scoring the comprehensive examinations.

In the MAT program, the following results were noted: 1. A concern with the quality of the instrument used to assess content knowledge during the candidates’ program of study was identified. 2. Assessment data identified a weakness in candidates’ use of wait-time questioning strategies. 3. Assessment data identified a weakness in candidates’ ability to implement national, state, and district standards.

In the special education program, a new assessment system was developed and implemented, based on the Council for Exceptional Children accreditation standards.

4. Use of Evaluation Results:

Use of evaluation results in the elementary education programs included the following: 1. Undergraduate Program - Individual candidate scores on the College BASE assessment were compared to DSU mean scores. Improvement plans were developed with candidates whose scores fell below the mean scores. 2. Undergraduate Program - Beginning in Fall 2007, a lesson from the Student Teacher Assessment Instrument (STAI) was taught during field experiences in CEL 317 and CEL 318. This change enabled candidates to receive classroom experience in integrating knowledge from several subject areas. 3. Undergraduate Program - The Fall 2007 CEL 318 candidates engaged in a Differentiated Instruction workshop that was presented by the Special Education faculty at DSU, results of collaborative efforts between Elementary Education and Special Education faculty to strengthen candidates’ abilities to effectively meet the needs of diverse students. 4. Undergraduate Program - Faculty reviewed the curriculum to identify where stronger emphasis could be placed in a more meaningful manner to help candidates more clearly connect best practices to their teaching. This curriculum mapping was completed during the Spring 2008 faculty retreat. Changes will be implemented in the 2008-2009 academic year. 5. Master’s and Ed.S. Programs – A new comprehensive examination rubric was developed and implemented. 6. Master’s Program - Course instructors have increased the emphasis on analysis of student data to assist candidates in strengthening their ability to plan and implement student assessment. 7. Master’s Program - The format of CEL 611, Graduate Classroom Management, changed to include the videotapes by Harry Wong. Additionally, in class examples are being presented which reflect various classroom management behaviors with various age groups. Emphasis is now being placed on preventive techniques dealing with minor

275 management problems, and techniques for dealing with major management problems. Candidates are required to teach a lesson and are rated on their management skills. Also, more comprehensive strategies for classroom management are being incorporated through field-based teaching with clinical feedback from supervisors on-site, followed by reflection and classroom discussion.

Use of evaluation results in the MAT program included the following: 1. Comprehensive examinations were implemented in Spring 2008. 2. Wait-time questioning strategies were introduced during methods courses during the first semester of the program. 3. Candidates are now required to reference state standards in their lesson plan units.

Use of evaluation results in the special education program included the following: 1. The format of comprehensive examination questions was revised to address CEC standards. 2. Comprehensive unit planning and analysis of instruction components were added to methods courses and practica/internships.

B. Goal # 2: The information technology system for managing assessment data across programs within the Division of Teacher Education will be refined through the continued utilization of TaskStream and/or other data management tools.

1. Institutional Goals Which Were Supported by This Goal: SP 3; QEP 2

2. Evaluation Procedure(s): Progress toward this goal was discussed and verified during faculty meetings/retreats.

Progress was made in the institutionalization of TaskStream and other data management tools through program coordinators working with the Unit Assessment Director to collect, retrieve, and analyze candidate assessment data. Also, during the Spring 2007 semester, TaskStream training was provided by a national consultant.

TaskStream data and data collected in other data management tools are now being disaggregated by program, which enables programs to use the results for diagnostic purposes. Data reports are now being provided to program coordinators each semester, and a Data Book, based on the data reports, is being disseminated each semester to allow programs to compare their results to the Unit results and to the results of other programs.

276 C. Goal #3: The Division of Teacher Education will increase outreach efforts through the continued upgrading of the enhanced division website, including a link to the Division newsletter. These efforts will be coordinated with the university Office of Recruitment to aid the Division in implementing an effective strategy for outreach and recruitment.

1. Institutional Goals Which Were Supported by This Goal: SP 2, 4, 5; QEP 2

The Website Enhancement Task Force was to meet regularly to with the Division Chair to review progress. Feedback regarding the quality of services provided through the website was to be solicited from students, alumni, and others accessing the site.

Little progress was made on the Division website and the Division newsletter. Information on the new online Master of Elementary Education Program was provided on the DSU “Distance Education” webpage. This new program, implemented in spring 2008, has brought approximately 50 new candidates into the elementary education Master’s program.

Many prospective candidates seeking information on the new online Master’s in Elementary Education indicated that they accessed the DSU “Distance Education” website to review the details of the program. This indicates that the use of websites to provide information is effective. The Website Enhancement Task Force will meet early in the Fall 2008 semester to make plans for the 2008-2009 academic year.

D. Goal # 4: The Division of Teacher Education will continue to promote increased undergraduate student involvement in professional organizations and service learning simultaneously through the alignment of course outcomes with professional/service learning experiences. Examples of these experiences include the Literacy Enhancement Clinic, Crosstie Arts Council, Born to Read, and Dr. Seuss Day.

1. Institutional Goals Which Were Supported by This Goal: SP 1; QEP 1, 3

277 Elementary education faculty reviewed results of both the faculty assessments and student feedback.

Continuing and new opportunities for service learning were available during the 2007-2008 academic year. Continuing activities included the Sweet Dreams Bedtime Story Hour, Dr. Seuss Birthday Celebration, Crossties Art Council, Born to Read, volunteer work with families of children with disabilities, First Book fair and jam, and Delta Children’s Literacy Festival. A new opportunity emerged with the provision of reading tutors at Parks Elementary. During the Spring 2008 semester, ties with the Bolivar County Literacy Council were strengthened to provided the possibility of our candidates working as reading tutors for this program.

One new opportunity was identified (Parks Elementary). The elementary education faculty will continue to identify new opportunities for the 2008-2009 academic year.

E. Goal # 5: The faculty of the Division of Teacher Education will increase their productivity in areas of targeted weakness through collaboration with one another and professionals from the broader educational community.

1. Institutional Goals Which Were Supported by This Goal: SP 3

Goals were established by each faculty member prior to the beginning of the academic year and reviewed in a conference with the Division Chair to determine their appropriateness and to determine support needed to accomplish the goals. Progress toward goals was reviewed throughout the year, and a final evaluation of goal attainment was conducted at the conclusion of the year during faculty evaluation conferences (between faculty/Division Chair).

In the area of Teaching, new distance education opportunities were successfully planned and implemented, new coursework was added, innovative student engagement strategies were implemented in various courses, and the candidate assessment system was refined. In the area of Service, faculty sponsored numerous student organizations, served as chairs and members of

278 COE and University committees, conducted workshops and participated in spelling bees and reading fairs for area schools, served on community advisory boards, coordinating free literacy services for K- 6 students through the Literacy Enhancement Clinic, and served on committees for several state organizations, including the IHL Blue Ribbon Committee for the Redesign of Teacher Preparation – Accountability Work Team. Faculty efforts in the area of scholarship included twenty-six scholarly presentations and publications.

The division chair and faculty will continue to seek new opportunities to improve their teaching, service, and scholarship.

F. Goal # 6: Encourage the development of a broad-based learning community made up of faculty and teacher education candidates through the development of Reading Circle opportunities.

1. Institutional Goals Which Were Supported by This Goal: SP 1; QEP 1, 3, 4

Data were to be gathered through periodic surveys of faculty and students/candidates. Informal anecdotal information was to be gathered during the Reading Circle meetings.

The Reading Circle was not fully implemented.

For the 2008-2009 academic year, the Reading Circle will begin early in the Fall 2008 semester. The Elements of Teaching by J.M. Banner, Jr., and H. C. Cannon has been chosen as the first book to be used.

A. Goal # 1: Finalize elements of the candidate assessment system for all programs in the Division, in preparation for the collecting of data beginning in fall 2009 for the next NCATE visit.

279 1. Institutional Goal(s) Supported by This Goal: SP 1; QEP 2, 4

The faculty of the undergraduate elementary education program will use ACEI requirements and NCATE standards to finalize the elements of the initial program assessment system. The faculty of the graduate elementary education program will use ACEI requirements, National Board for Professional Teaching Standards (NBPTS), and NCATE standards to finalize the elements of the advanced program assessment system. The Master of Arts in Teaching (MAT) faculty will use the NCATE Standards to finalize the elements of the program assessment system. The special education faculty will use CEC requirements and NCATE standards to finalize the elements of the program assessment system.

3. Expected Results: (i.e. improvement percentages, increase/decrease in numbers, measurable data.)

All programs will implement a comprehensive program assessment system that satisfies guidelines established by their respective professional organizations, as well as the National Council for Accreditation of Teacher Education (NCATE) Standards. Program coordinators will meet with the Division Chair on an individual basis to review the assessment systems and provide progress reports throughout the year.

4. Anticipated/Intended Uses of Evaluation Results:

Candidate assessment data will be collected and analyzed in order to make data-driven decisions about program quality. Assessment results will be disseminated to internal and external stakeholders for explanation, review, and comment.

B. Goal # 2: The Division of Teacher Education will increase recruitment and retention efforts through the continued upgrading of the enhanced division website, including a link to the division newsletter. These efforts will be coordinated with the university Office of Recruitment and the Office of Retention to aid the Division in implementing an effective strategy for recruitment and retention.

1. Institutional Goal(s) Supported by This Goal: SP 2, 4

280 Prospective students will be able to access Division and program information through the enhanced website. Alumni, current candidates and prospective students, as well as the broader community, will gain updates on Division news through electronic newsletters.

Graduate rates will increase by 2%.

Evaluative information will be used to continually upgrade the website.

Goal Institutional Goal Baseline Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 (AY 2007-08) (08-09) (09-10) (10-11) (11-12) (12-13) (13-14) Goal #2 – To increase graduation SP 2, 4 104 rates by 2% C. Goal # 3: The Division of Teacher Education will successfully implement all requirements of the IHL Blue Ribbon Committee for the Redesign of Teacher Preparation.

1. Institutional Goal(s) Supported by This Goal: SP 1; QEP 4

The Division will use the benchmarks and timelines provided by the Blue Ribbon Committee as a means of evaluating progress toward the implementation of the recommendations.

All recommendations will be successfully implemented. All standards will be met in the MDE Process Review to be completed in Spring 2009.

281 Evaluation results will be used to measure progress toward the full implementation of the Blue Ribbon Committee recommendations. Results will also be used to improve the quality of the teacher preparation programs in the Division.

D. Goal # 4: The Division of Teacher Education will implement the use of TaskStream as the sole information technology tool used to collect candidate assessment data in all programs within the Division.

1. Institutional Goal(s) Supported by This Goal: QEP 2

Progress toward this goal will be discussed and verified during faculty meetings/retreats.

By the end of the 2008-2009 academic year, all candidate assessments will be collected in TaskStream in order to streamline the process of assessment data collection and analysis.

Data results from candidate assessments will be available to faculty more quickly and in a more useful format.

E. Goal # 5: Encourage the development of a broad-based learning community made up of faculty and teacher education candidates through the development of Reading Circle opportunities.

1. Institutional Goal(s) Supported by This Goal: SP 1; QEP 1

Data will be gathered through periodic surveys of faculty and students/candidates. Informal anecdotal information may also be

gathered during the Reading Circle meetings.

282 Student-student and faculty-student interactions will increase through dialogue focusing on professional readings.

Survey data will be used to select future readings and Reading Circle formats.

VI. Data and information for department:

Brief Description and/or Narrative of Programmatic Scope:

The Division of Teacher Education houses the following degree programs:  Bachelor of Science in Elementary Education - This degree provides initial licensure in grades Kindergarten through Grade 6. Supplemental endorsements for middle level grades lead to licensure in grades 7-8. The program is available primarily at the Cleveland campus, with some courses offered at the Greenville Higher Education Center.  Master of Education Degree in Elementary Education – This program is available at the Cleveland campus, at the Coahoma County Higher Education Center, and online. The purpose of the program is to prepare quality teachers who can teach at all levels of the elementary school.  Educational Specialist Degree in Elementary Education – This program is available at the Cleveland campus. The purpose of the program is to prepare quality elementary teachers who can function effectively and provide leadership for fellow teachers at both the primary and intermediate levels.  Master of Education in Special Education – This program provides initial licensure in Special Education and is available at the Cleveland campus. The program mission is to train teachers to work with children and youth with mild/moderate disabilities.  Master of Arts in Teaching – The MAT is an alternate-route program designed for promising individuals with non-education degrees who want to become teachers. It leads to a master’s degree in teaching and Mississippi AA licensure. The program is available at the Cleveland campus, with innovative course delivery methods, including weekend classes, online, intersession courses, and hybrid methods.

Comparative Data :

Table 1: Enrollment by Major for Spring, Summer, Fall 2007

Table 2: Graduates by Major, for May and December 2007

283 Table 3: Credit Hour Production by Discipline for Spring, Summer, Fall 2007

Table 4: A Comparison of Graduates by Major for 2005-2006 and 2006-2007

Table 1

ENROLLMENT BY MAJOR

Spring 2007 Summer 2007 Fall 2007 Spring 2008

UG GR UG GR UG GR UG GR Elementary 256 64 100 45 312 60 262 73 Education Master of Arts in - 7 - 21 - 13 - 10 Teaching Special 14 68 4 51 5 75 4 72 Education Total 270 139 104 117 317 148 266 155

Table 2

GRADUATES BY MAJOR

Major May 2007 December 2007 May 2008 Elementary Education, Undergraduate 21 22 29 Elementary Education, Master’s 6 18 4 Elementary Education, Ed.S. 0 6 1 Master of Arts in Teaching 0 7 - Special Education, Undergraduate 3 1 1

284 Special Education, Graduate, Master’s 4 9 5 Total 34 63 40 Table 3

CREDIT HOUR PRODUCTION BY DISCIPLINE

Spring 2007 Summer 2007 Fall 2007 Spring 2008 Discipline UG GR UG GR UG GR UG GR CEL 1059 201 204 276 1266 213 1116 153 CML 72 21 21 - 69 33 99 36 CRD 318 75 192 90 351 - 150 78 CSP 546 297 261 321 441 288 519 303 CSD - - - 27 - 27 - - CUR 435 153 12 477 466 183 374 291 Total 2430 747 690 1191 2593 744 2258 861

Table 4

A COMPARISON OF GRADUATES BY MAJOR

2005-2006 2006-2007 2007-2008 BSE Elementary Education 58 39 51 M.Ed. Elementary Education 36 20 22 Ed.S. Elementary Education 9 2 7 Master of Arts in Teaching 0 17 7 BSE Special Education 0 3 2 M.Ed. Special Education 12 6 14 Totals 115 87 103

Grants and Partnerships:

285  The Literacy Enhancement Clinic, funded by a Delta Health Initiative grant, provided clinical experiences and professional development opportunities for teacher candidates and diagnostic and remedial assistance to 20 K-6 students through the use of health-related nonfiction text.  The Literacy Across the Curriculum: Institute for Teachers in Grades 6 – 12, funded by an IHL grant, provided training for Delta area teachers in the incorporation of literacy skills in the content areas.  The Connecting the Generations Through Untold Stories: A Visual and Oral History Portraying the People of the Delta project is a joint venture with the Sunflower County School District, as part of the Year of Delta Heritage. The project is funded through grants from the Mississippi Humanities Council and the Delta Center for Learning and Culture. The project trains elementary and middle school students to complete visual and oral histories on citizens of Sunflower County who experienced the years of the Civil Rights Era.  The Delta Connection, a partnership with the Elementary Education program at Blue Mountain College, provides an exchange of undergraduate elementary education candidates for the purpose of team-teaching literacy lessons to diverse elementary students at Bell Elementary in Boyle, MS, and New Albany Elementary in New Albany, MS.  Bryce Griffis Presidential Endowment Fund awards were received by Dr. Corlis Snow and Dr. Dianne Thomas.

Curriculum Program Review and Development, Program Support

 Planned and implemented an online Master of Education in Elementary Education program. Approximately 50 candidates have been accepted into the program since it began during the Spring 2008 semester.  Planned and implemented a Master of Education in Elementary Education program at the Coahoma County Higher Education Center. Classes were taught on site at the center and via video conference. Approximately five candidates have been accepted into the program since it began during the Spring 2008 semester.  Partnered with Bell Elementary School teaching CRD 326 onsite to facilitate teacher candidates working with P – 12 students to test, diagnose, and remediate reading difficulties. In addition, observation opportunities and modeling/demonstration lessons were provided to teacher candidates.  Revised the comprehensive assessment system for the Special Education program.  Refined implementation of distance learning courses, with totally online courses (CSP 340, Survey of Special Education; CML 509, Technology in Education; CUR 649, TMI Internship: Dimensions of Learning; CUR 608, Historical Foundations of Education Thought and Curriculum Methods; CEL 610, Effective Instruction in the Elementary School; CEL 620, Fundamentals of Early Childhood Education; CEL 618 Curriculum Theory, Development, and Revision in Elementary

286 Education; and CRD 624, Literacy Instruction in Elementary Education), video-conferenced courses (CEL 620, Fundamentals of Early Childhood Education; CEL 611, Classroom Management; and CRD 624, Literacy Instruction in Elementary Education), and several other courses using web-based and email components (CEL 317, Principles and Techniques of Teaching in Early Childhood; CEL 318, Principles and Techniques of Teaching in the Middle Grades; CEL 705, Practicum in Early Childhood Education).  Implemented service learning opportunities for teacher candidates, including these examples: Sweet Dreams Bedtime Story Hour, Dr. Seuss Birthday Celebration, Crossties Art Council, Born to Read, volunteer work with families of children with disabilities, First Book fair and book jam, Delta Children’s Literacy Festival.  Strengthened ties with the Bolivar County Literacy Council and with Parks Elementary School to provide opportunities for teacher education candidates to work as reading tutors.  Participated in undergraduate and graduate recruitment days and college fairs.  Enhanced CEL 393, Classroom Management through the addition of two days of field experiences.  Revised the content of CSP 545, Special Education Assessment to include the training of candidates to administer standardized diagnostic instruments.  Linked the action research component of CSP 647, Action Research in Special Education to the Teacher Work Sample methodology.  Implemented new courses in the undergraduate Special Education endorsement (CSP 372, Teaching Methods and Practicum in Elementary Aged Children with Disabilities) and in the graduate Special Education Program (CSP 672, Instructional Planning in Special Education).  Revised the comprehensive examination process in Special Education and Elementary Education. Administered comprehensive examinations for the first time (spring 2008) in the MAT program.  Enhanced coursework through the implementation of innovative student engagement strategies, such as the use of individual and group projects in several courses; a Differentiated Instruction workshop in CEL 318, Principles and Techniques of Teaching in the Middle Grades; podcasts in the online section of CEL 618, Curriculum Theory, Development, and Revision in Elementary Education; virtual field trips in several courses; and more and varied field experiences in several courses.

Economic Development Initiatives and/or Impact:

Faculty Service to Area Schools The division provided ongoing professional development opportunities to area school district teachers and administrators. For the past fiscal year, these focused on the use of cooperative learning groups, co-teaching and other inclusive practices, instructional planning, and effective teaching strategies in the language arts. Faculty also hosted events, such as reading fairs, and served as judges for events. These were done at nominal or no cost to area schools and school districts.

287 An online Master of Elementary Education degree program was implemented in January 2008. The program has admitted approximately 50 teachers and provides a convenient service delivery model, while maintaining academic rigor.

Faculty Service to the Community Service to the immediate community continues through the Literacy Enhancement Clinic, which is funded by a Delta Health Initiative grant. The Clinic provided clinical experiences and professional development opportunities for teacher candidates and diagnostic and remedial assistance to 20 K-6 students, using health-related nonfiction text.

One-Year Plan (July 1, 2008 – June 30, 2009) We plan to continue our efforts to maintain the quality of the graduate and undergraduate programs, to provide professional development opportunities to area school district teachers and administrators, and to provide services to the community through the Literacy Enhancement Clinic.

Five-Year Plan (July 1, 2008 – June 30, 2013) The long-term plan includes continuing to provide quality graduate and undergraduate programs, as well as providing professional development for educators and community services through the Literacy Enhancement Clinic. We also plan to investigate the possibility of establishing long-term partnerships with area school districts to train teacher leaders.

1. Describe the special efforts made in 2006-2007 to employ, train, and promote members of “other races.”* (The term “other race” is defined as indicated within the footnote below.)

A minority faculty member is the Coordinator of the Elementary Education Program. The Senior Secretary for the Division is also a minority. Three minority graduate assistants and two minority work-study students were employed to assist faculty in the Division.

2. Describe faculty exchange arrangement between “other race” institutions and indicate the number of faculty members involved.

288 3. Describe the special efforts made to assist incumbent “other race” personnel to upgrade credentials for promotions to higher ranked positions. Indicate the number of employees involved.

6. Identify new programs approved in 2007-08 which will have potential of attracting “other race” students and faculty members.

The Masters of Arts in Teaching Program is beginning its fourth year. There has been significant minority representation in all four of the cohorts.

7. Identify and describe efforts and accomplishments in strengthening existing programs and thereby attracting “other race” students and faculty members.

The Division had alternative course offerings during the past academic year through intersession courses, online courses, video- conferenced courses, and institutes in an effort to accommodate nontraditional students, working students, or those with other encumbrances that might make traditional course offerings difficult to access. The Division implemented a totally online Master of Education in Elementary Education during the Spring 2008 semester; approximately 50 candidates have been admitted.

* Since the majority of Delta State University’s faculty, staff and students are classified as “White,” the term “other race,” as used above, is to be defined as including those individuals classified by the U.S. Census Bureau as American Indian, Alaskan Native, Asian, Black or African American, Native Hawaiian, or other Pacific Islander.

Committees reporting to unit:

289 The Chair of the Division of Teacher Education is also chair of the Teacher Education Council (TEC). The TEC is the policy- making body for all Teacher Preparation Programs at Delta State University. Membership is made up of representatives from the Teacher Preparation Programs, P-12 teachers and administrators, community college faculty, and undergraduate and graduate teacher education candidates. Committee records are archived in the Office of the Chair of the Division of Teacher Education.

The Division of Teacher Education Curriculum Committee is made up of the Chair of the Division of Teacher Education, who is chair of the committee; the Program Coordinators of the Elementary Education, Special Education, and MAT Programs; undergraduate and graduate teacher education candidates; and P-12 representatives. The committee reviews and approves all curriculum changes made to courses in the division. Committee records are archived in the Office of the Chair of the Division of Teacher Education.

V. Personnel:

Faculty, 2007-2008

Dr. Cheryl Cummins, Elementary Education (Part Time) Dr. Levenia Maxwell-Barnes, Elementary Education Dr. Joe Garrison, Elementary Education Dr. Sandy Rakes Pederson, Elementary Education Dr. Corlis Snow, Elementary Education Program Coordinator Dr. Dianne Thomas, Elementary Education Mrs. Anjanette Powers, Elementary Education Dr. Vicki Hartley, Special Education Program Coordinator Dr. Maud Kuykendall, Special Education Ms. Elaine Lambert, Special Education Dr. Lindon Ratliff, Secondary Education and MAT Coordinator

Administrator, 2007-2008

Dr. Jenetta Waddell

Staff, 2007-2008

290 Ms. Camesha Benson, Senior Secretary for the Division

Summary:

10 full-time faculty 1 part-time faculty 1 administrator 1 staff, senior secretary

Table 5 Adjunct Faculty

Spring 2007 Summer 2007 Fall 2007 Betsy Alexander Janie Allen-Bradley Lee Aylward Jane Barr Carmen Caldwell Jane Barr Dorothy Prestwich Castlen Tindall King Susan Berryhill James Smith Karen Myers Carmen Caldwell Sonya Swafford (2) Dorothy Prestwich Debbie Fioranelli Amy Tarver (2) James Smith Castlen Tindall King Nita Thornell Dianne Thomas Elizabeth Melton (2) Dianne Thomas James Smith

Professional Growth and Development

Faculty attended the following training and informational sessions related to teaching practices:  AHEAD Special Education Workshop, Jackson, MS (Lambert)  American Association of Colleges of Teacher Education annual meeting, New Orleans, LA (Waddell)  American Council of Rural Special Education annual meeting, Charleston, WV (Hartley, Lambert, Ratliff, Thomas)  Beginning Sign Language training, Delta State University (Thomas)

291  CELI Reading Conference, University of Mississippi (Powers, Rakes Pederson, Snow, Thomas)  Depth of Knowledge training, Delta State University (Barnes, Garrison, Hartley, Kuykendall, Lambert, Powers, Rakes Pederson, Ratliff, Thomas, Waddell)  International Reading Association annual meeting, Atlanta, GA (Barnes, Powers)  International Reading Association Southwest Reading Conference, Little Rock, AR (Snow)  Mid-South Educational Research Association annual meeting, Hot Springs, AR (Kuykendall, Ratliff, Snow, Waddell)  Mississippi Association of Colleges and Universities annual meeting, Jackson, MS (Waddell)  Mississippi Association for Middle Level Education, annual meeting, Tupelo, MS (Powers)  Mississippi Department of Education Understanding by Design and Curriculum Framer training, Delta State University and Jackson State University (Powers, Snow)  Mississippi Geographic Alliance Pre-Service Conference, Raymond, MS (Rakes Pedersen and 24 teacher education candidates)  Mississippi Language Arts Curriculum Framework – Revised training, Delta State University (Powers)  Mississippi Reading Association annual meeting, Biloxi, MS (Rakes Pedersen)  Mississippi Special Education Summit (Lambert)  National Council for Accreditation of Teacher Education training, Alexandria, VA (Waddell)  National Council for Geographic Education annual meeting, Oklahoma City, OK (Rakes Pedersen)  Symposium on Educator Dispositions, Northern Kentucky University (Waddell)  TaskStream training, Delta State University (Barnes, Garrison, Hartley, Kuykendall, Lambert, Powers, Rakes Pederson, Ratliff, Thomas, Waddell)

Scholarship

Papers/Presentations/Publications

Cummins, C., Rakes Pedersen, S. & Thomas, D. (2008, April). Comparison between informal graded word list instructional levels and classroom teachers’ perceived instructional reading levels of second and third graders. Poster session presented at the fourth annual Delta Research and Scholarship Symposium, Delta State University, Cleveland, MS.

Griffin, L. L., & Waddell, J. R. (2008). Delta blues historical intersections: A meeting of culture, place, events, and people - A series of lesson plans with teacher resources. Cleveland, MS: The History Channel: Save Our History Project.

292 Hartley, V. J., & Garrison, R. J. (2008, March). Inclusion practices in Mississippi Delta schools. Paper presented at the annual meeting of the American Council for Rural Special Education, Charleston, WV.

Hartley, V. J., Garrison, J., & Lambert, E. (2008, March). Inclusion: Reality or illusion. Paper presented at the annual meeting of the American Council of Rural Special Education, Charleston, WV.

Kuykendall, M., Causey, T., Daniels, J., Exum, G., Gatlin, R., Hunt, L., et al. (2007, November). An action research project as a practicum experience. Poster session presented at the annual meeting of the Mid South Educational Research Association, Hot Springs, AR.

Kuykendall, M., Daniels, J., Fairley, V., Johnson, T., Pieralisi, E., Robinson, C., et al. (2008, April). Contextual factors in teacher research. Paper presented at the twenty-seventh annual F.E. Woodall Spring Conference for Helping Professions, Cleveland, MS.

Kuykendall, M. & Lambert, E. (2008, April). Delta parents and teachers recommend best practices for children with exceptional learning needs. Poster session presented at the fourth annual Delta Research and Scholarship Symposium, Delta State University, Cleveland, MS. (sponsored candidate action research project).

Kuykendall, M., Lambert, E., & Hartley, V. (2008, March). What do parents and teachers want us to know about working with children with special needs? Paper presented at the annual meeting of the American Council of Rural Special Education, Charleston, WV.

Lambert, E. & Kuykendall, M. (2008, March). What do parents and teachers want us to know? Paper presented at the annual meeting of the American Council of Rural Special Education, Charleston, WV.

Lambert, E. & Hartley, V. (2008, April). I have a kid who…: Positive classroom behavior intervention techniques for school counselors. Paper presented at the twenty-seventh annual F. E. Woodall Spring Conference for Helping Professions, Cleveland, MS.

Lambert, E., Hartley, V., & Kuykendall, M. (2008, March). Comprehensive examinations as a tool for program assessment: Aligning special education comprehensive exams to CEC common core and standards. Paper presented at the annual meeting of the American Council of Rural Special Education, Charleston, WV.

293 Powers, A., Snow, C., Griffin, L., Waddell, J. (2008, April). An instrument for assessing undergraduate elementary education candidate dispositions. Poster session presented at the fourth annual Delta Research and Scholarship Symposium, Delta State University, Cleveland, MS.

Quon, F., & Rakes Pedersen, S. (2008, April). BOOK JAM: First Mississippi Delta Children’s Arts and Letters Festival: A Delta State University collaboration with community groups concerned about literacy. Poster session presented at the fourth annual Delta Research and Scholarship Symposium, Delta State University, Cleveland, MS .

Rakes Pedersen, S., & Quon, F. (2007, December). An overview of the National Endowment for the Humanities and the American Library Association's multicultural “We the People” bookshelf set of classic books related to the Pursuit of Happiness theme. Paper presented at the thirty-seventh annual conference of the Mississippi Reading Association, Biloxi, MS.

Ratliff, L. (2008, March). Emergency Special Education Teacher Certification in the Mississippi Delta: A Rural Region in Crisis. Paper presented at the annual meeting of the American Council on Rural Special Education, Charleston, WV.

Ratliff, L. (submitted). Mississippi teacher certification: A system broken. Submitted to The Journal of Planning and Changing.

Ratliff, L., Cummins, C., & Hebert, D. (2007, November). The relationship between undergraduate grade point average and scores on the praxis series exams for students in an alternate route program in the Mississippi delta. Paper presented at the annual meeting of the Mid-South Educational Research Association, Hot Springs, AR.

Schultz, M. K., & Waddell, J. R. (2007, September). Using autobiography to empower teacher education candidates. Poster session presented at the Delta State University ROMEA faculty development conference, Cleveland, MS.

Snow. C., (2008, April). The impact of literacy coaches on the instructional leadership role of elementary principals: Perceptions of elementary principals in the Mississippi Delta. Poster session presented at the fourth annual Delta Research and Scholarship Symposium, Delta State University, Cleveland, MS.

Snow, C. (2007, November). Impact of the use of informational text for remediating reading difficulties. Paper presented at the annual meeting of the Mid-South Educational Research Association, Hot Springs, AR.

Snow, C (2007, November). Using informational text in the primary grades: A gateway to learning. Workshop presented at the thirty-second annual International Reading Association Southwest Reading Conference, Little Rock, AR.

294 Thomas, D. (2008, March). Inclusion in a rural Mississippi setting: What worked for a general education teacher, what future general education teachers must know. Paper presented at the annual meeting of the American Council of Rural Special Education, Charleston, WV.

Thomas, D. (2007). Technology education in low socioeconomic areas. The Technology Teacher, 67, 4-8.

Waddell, J. R., & Griffin, L. L. (2007, November). An instrument for assessing teacher candidate dispositions. Paper presented at the sixth annual Symposium on Educator Dispositions, Northern Kentucky University.

Waddell, J.R., & Schultz, M. K. (2007, November). The use of autobiographical life histories with teacher education candidates. Poster session presented at the annual meeting of the Mid-South Educational Research Association, Hot Springs, AR.

Waddell, J. R., & Schultz, M. K. (2008, February). The use of autobiographical life histories to promote self-efficacy in teacher candidates. Roundtable session presented at the sixtieth annual meeting of the American Association of Colleges of Teacher Education, New Orleans, LA.

Editorial Reviews

Elementary Reading/Literacy Textbook proposal, McGraw-Hill Elementary Reading (Snow)

Literacy Learning for Powerful Purposes, Chapters 4-8, McGraw-Hill Higher Education (Snow)

Service and Collaboration

 Bolivar County Community Action SELECT Program mentor (Thomas)  Bolivar County Spelling Bee pronouncer/judge (Rakes Pedersen)  Participated in College and Recruitment Days (Ratliff, Powers, Snow, Waddell)  Cleveland Career Development and Technology Center advisory board (Powers)  Community Partnership Committee for the Cleveland Substance Abuse and Treatment Center member (Snow)  Dissertation committee chair (Waddell, Kuykendall, Hartley, Garrison, Snow)  Dissertation committee member (Waddell, Snow, Rakes Pedersen)

295  Faculty Senate senator and proxy (Hartley, Snow)  IHL Blue Ribbon Committee for the Redesign of Teacher Preparation – Accountability Work Team (Snow)  IHL Strategic Initiative Summit participant (Snow, Waddell)  Mississippi Children’s Arts and Letters Festival steering committee (Rakes Pedersen, Snow)  Mississippi Early Childhood Association, Delta State University Chapter Advisor (Thomas)  Pearman Elementary School Reading Fair judge (Snow)  Reviewed proposals for MSERA annual meeting (Ratliff, Waddell)  ROMEA session facilitator (Thomas, Powers)  Second Congressional District Reading Fair judge (Snow, Powers, Kuykendall, Barnes, Rakes Pedersen, Waddell)  Student Mississippi Professional Educators Association, Delta State University, chapter advisor (Powers)  Student Mississippi Association for Middle Level Education, Delta State University, chapter advisors (Barns, Powers)  Phi Mu, Delta State University, chapter advisor (Powers)  Delta Reading Council, Delta State University, advisor (Rakes Pedersen)  Delta State representative at the Delta Children’s Literacy Festival, Mound Bayou (Rakes Pedersen)  Cleveland Neighborhood Children’s Program board members (Rakes Pedersen, Lambert, Waddell)  Conducted Student Teacher Seminar, Mississippi Three-Tiered Model and Co-Teaching (Kuykendall, Lambert)  Conducted Student Teacher Seminar, Behavior Management (Hartley)  Conducted seminar for Educational Leadership Master’s Program, IDEIA and Special Education Issues (Hartley)  IHL representative to Mississippi Professional Educators (Barnes)  IHL representative to Mississippi Association for Middle Level Education (Barnes)  American Council for Rural Special Education board of directors (Hartley)

Technical Assistance/Professional Development Services Rendered to Area Schools

 Professional development workshop, Cooperative Learning, Belzoni Middle School (Snow)  Professional development workshop, Co-Teaching with Special Education Students, Humphreys County School District (Waddell)  Professional development workshop, Illiteracy and Medication Errors, Literacy Enhancement Clinic Workshop (Snow)  Professional development workshop, Inclusion: A Shared Responsibility, DAAIS (Hartley, Lambert, Kuykendall)  Professional development workshop, Instructional Planning, West Bolivar School District (Snow)  Taught writing workshop to second grade students at Parks Elementary (Thomas)

296  Professional development workshops, Literature Circles, Listening Strategies, Geographic/Literacy Strategies, Content Reading Strategies, Presbyterian Day School (Rakes Pedersen)  Affiliation with/Support of Professional Organizations, University, College, and Division Committees

Faculty members provide extensive service as sponsors, officers, and/or committee members in the following organizations. Additionally, they hold membership in many additional organizations.

American Association for the Advancement of Curriculum Studies American Association for Colleges of Teacher Education American Council for Rural Special Education American Educational Research Association Association for Supervision and Curriculum Development Council for Exceptional Children Delta Kappa Gamma Delta Reading Council International Reading Association Kappa Delta Pi Mid-South Educational Research Association Mississippi Association for Middle Level Education Mississippi Early Childhood Association Mississippi Professional Educators National Board of Professional Teaching Standards Phi Delta Kappa

Faculty members are highly involved in committee work at the University, College, and Division levels. During the past year, the Division had representation on each of the following:

University Accounts Receivable Task Force Alumni Association Courtesy Committee Diversity Advisory Committee

297 General Education Committee Graduate Appeals Committee Graduate Council Library Committee Marketing Advisory Board Merit Pay Appeals Committee Promotion and Tenure Committee Provost Search Committee Student Organizations Committee Teaching Excellence Committee Writing Across the Curriculum Committee

College College of Education Academic Council Doctoral Admissions and Curriculum Council Honors Day Committee NCATE Standard 3 Committee NCATE Standard 4 Committee NCATE Standard 5 Committee NCATE Standard 6 Committee Tenure and Promotion Committee Unit Assessment Committee

Division Courtesy Committee Curriculum Committee New Faculty Mentors Numerous ad hoc committees Student Advisory Council Teacher Education Council

298 New Position(s) Requested, with Justification: Ms. Anjanette Powers was hired as an Instructor of Teacher Education/Assessment Coordinator. The position was needed because Dr. Cheryl Cummins no longer taught full-time in the Elementary Education Program after being hired as the Director of Field Experiences. Also, an Assessment Coordinator was needed to assist the Unit Assessment Director.

Recommended Change of Status: The position of Coordinator of the SAFE Program was eliminated because the program had been eliminated. Dr. Levenia Barnes held the position.

VI. Degree Program Addition/Deletions and/or Major Curriculum Changes:

Changes Made in the Past Year:

The following courses were deleted from the Special Education Program: CSP 344, 345, 347, 387, 388, 386, 496, 682. The following courses in the Special Education Program were revised: CSP 546, 647. The following courses were added in the Special Education Program: CSP 646, 674. The following courses in the Elementary Education Program were revised: CEL 301, 310, 316, 336.

Recommended Changes for the Coming Year(s): None DIVISION OF TEACHER EDUCATION

2007-2008 ANNUAL REPORT APPENDICES

299 Appendix A – Rubrics and Instruments

Instrument 1 – Student Teacher Assessment Instrument (STAI) Linked to INTASC (IN) Standards

I. PLANNING AND PREPARATION (PORTFOLIO)*

1. Specifies or selects learner objectives for lessons. (IN 1, 7) Well-planned objectives guide student learning and are aligned with curriculum goals. Objectives should be written in specific behavioral terms. One purpose for writing objectives in specific behavioral terms is to be able to assess with precision whether the instruction has resulted in the desired behavior. Effective teaching reflects careful planning. The objectives should be appropriate for the lessons. 1. No objectives are present or are not stated as performance outcomes. 2. Objectives are stated as performance outcomes, but are out of sequence.

300 3. Objectives are stated in performance outcomes and are properly sequenced. 4. In addition to 3, objectives are planned for different instructional levels (knowledge, comprehension, application, analysis, synthesis, and evaluation).

2. Specifies or selects procedures for lessons. (IN 1, 7)

Instructional procedures are the various ways in which teachers can structure learning activities. These activities can involve students in large groups, small groups, or individually, and are designed to foster student involvement and enhance the learning experience. Activities range from teacher directed to student initiated. 1. No procedures are included, or procedures are not referenced to objectives. 2. Procedures are referenced to objectives, but are inappropriate for learners. 3. Procedures are referenced to objectives and are appropriate for learners. 4. In addition to 3, procedures are both learner-centered and student teacher-centered.

3. Specifies or selects content materials and media for lessons. (IN 1, 7)

Instructional materials are concrete resources that students use to learn the content of the lesson. Materials need not be elaborate or expensive. Teachers should be able to incorporate into their lessons relevant materials that students may bring to class. Materials and resources must be appropriate to the students. In a diverse classroom, this will require the use of a variety of types of materials. 1. No supplementary material is specified or is limited to textbooks and worksheets. 2. Supplementary materials (two or more) other than textbooks and worksheets are specified and are related to procedures. 3. Extensive use of materials (four or more instances in a plan) other than textbooks and worksheets is specified and related to procedures. 4. In addition to 3, student teacher shows initiative and creativity in developing original materials.

4. Specifies or selects materials and procedures for assessing learner progress. (IN 1, 7)

Assessment is an integral part of an ongoing educational process. In order to effectively assess how students are progressing, teachers must plan the means of assessment. The teachers may create evaluation strategies or select them from instructional materials. For certain objectives, tests may be less appropriate than other strategies such as observation of student performance. Whatever the strategy, the evaluation must provide the teachers with useful information about the extent to which the instructional goals have been met.

301 1. No assessment procedures are specified in the plans or are inappropriate for learners or not matched to objective. 2. Assessment procedures are included which are related to the objectives and appropriate for learners. 3. Multiple assessment procedures are included (four or more). 4. In addition to 3, attitudes of learners toward content and method of instruction are assessed.

5. Uses information about students to plan and organize instruction to accommodate differences in developmental and individual needs. (IN 2, 7)

The teacher plans instruction and activities at multiple levels to meet the developmental and individual needs of diverse learners. A variety of teaching techniques and learning experiences accommodates differences such as learning styles, multiple intelligences, and special education/gifted education needs. 1. Planning does not address developmental or individual needs. 2. Planning addresses the developmental and individual needs of some students. 3. Planning addresses the developmental and individual needs of most students. 4. Planning addresses the developmental and individual needs of all students in the classroom.

6. Uses knowledge of students' needs, interests, and experiences. (IN 2, 5)

Teachers need to be aware of student interests and experiences based on information they gather by talking with students, listening to student discussions, and using interest surveys. This acknowledgment should be evident in the presentation of lessons. 1. Student teacher lacks familiarity with the students' background interests and experiences. 2. Student teacher demonstrates some understanding of students' background experiences, interests, and needs, but does not use this knowledge in developing learning experiences. 3. Student teacher demonstrates some understanding of students' background experiences, interests, and needs, and sometimes uses this knowledge in developing learning experiences. 4. Student teacher demonstrates a thorough understanding of students' background experiences, interests, and needs, and consistently uses this knowledge in developing learning experiences.

7. Plans lessons that integrate knowledge from several subject areas. (INTASC 1, 7)

Teachers develop instruction to engage students and enhance learning. When lessons integrate knowledge from several subject areas, the information presented gains a sense of cohesiveness and provides structure to student learning, avoiding the piece-meal approach that might otherwise occur. Instruction that integrates knowledge from several subject areas may take the form of thematic units, integrated units, or interdisciplinary units. 1. Student teacher provides instruction that relates only to one subject and focuses on specific skills. 2. Student teacher maintains a discipline-centered focus and offers limited assistance in helping students make connections across disciplines. 3. Student teacher maintains a discipline-centered focus and frequently attempts to help students to make connections across disciplines. 4. Student teacher designs discipline-centered tasks which require students to integrate multiple disciplines where possible (e.g., primary level). Student teacher assumes responsibility for more than one discipline and assists students in realizing the natural connections across disciplines.

8. Incorporates multiculturalism and diversity in lessons. (IN 3)

Cultural differences present both opportunities and challenges for teachers. To maximize learning opportunities, teachers must learn about the cultures represented in their classrooms, then translate this knowledge into instructional practice. Teachers who lack sensitivity to cultural differences may misinterpret the behavior of minority students in ways that may lead to underestimating the academic potential of these pupils. To work successfully and effectively with children of diverse backgrounds, teachers must develop special skills that include the following:

 Promoting cross-cultural competency and inter-group understanding and collegiality in the classroom and in the larger community  Communicating positively with each student and parent/guardian  Establishing a classroom climate in which each student feels he or she can learn and wants to learn  Maintaining high expectations for each student

303  Involving students in a democratic classroom environment in which they are encouraged to understand and make important decisions about their own learning  Personalizing learning and assessment for each student, and using knowledge about the culture and family background of each to develop a culturally relevant learning environment  Teaching using a variety of strategies which match the students' strengths, interests, cultures, and learning styles  Using techniques that emphasize cooperative learning and de-emphasize competitive learning  Integrating multicultural content into the curriculum so that the experiences, beliefs, and perspectives of various cultural groups are represented 1. Student teacher seldom incorporates an awareness of cultural differences in lessons. 2. Student teacher superficially acknowledges differences within the class. 3. Student teacher often plans opportunities for students to share their diversities and cultural heritage. 4. In addition to 3, sensitivity and awareness are consistently evident.

* These items may be assessed by interviewing and reviewing data.

II. COMMUNICATION AND INTERACTION

9. Uses acceptable written, oral, and nonverbal communication with students. (IN 6)

The teacher appropriately models verbal and nonverbal communication. This includes the use of correct grammatical structures, subject-verb agreement, and proper tense, etc. Spelling is correct in written work. Written materials are easily read, including work on chalkboards, handouts, transparencies, and comments on student work. Nonverbal communications are appropriate and meaningful. 1. Student teacher frequently demonstrates inappropriate use of written and/or oral language. Appropriate nonverbal communication is not apparent. 2. Student teacher usually demonstrates appropriate use of written and oral language. Appropriate nonverbal communication is limited.

304 3. Student teacher frequently demonstrates appropriate use of written and oral language. Nonverbal communication occurs frequently and is appropriate. 4. Student teacher consistently demonstrates high levels of proficiency in written and oral language. Nonverbal communication is consistent and appropriate.

10. Communicates high expectations for learning to all students. (IN 3)

Research substantiates that student achievement and behavior conform closely to the teacher’s expectations. Students for whom teachers hold high expectations give more correct answers and achieve higher average scores on year-end standardized tests than do students for whom the teacher holds low expectations. If students feel their efforts will produce results in schools, and if the teachers and school are supportive of their efforts, they are more likely to succeed. 1. Student teacher communicates to individuals, groups, or the class as a whole that they are incapable of learning. 2. Student teacher communicates to a few students that they are capable of meeting learning expectations. 3. Student teacher encourages most students to meet challenging learning expectations. 4. Student teacher actively encourages all students to meet challenging learning expectations.

11. Demonstrates communication skills which show sensitivity to diversity. (IN 3, 6)

Teachers should seek to gain an understanding of the various cultural, ethnic, socio-economic, gender, and special population groups represented in the classroom. They should become familiar with and sensitive to the background experiences of their students, and demonstrate, through words and actions, their respect for a range of student diversity. To work successfully with students of diverse backgrounds, teachers must build the learning around the students' individual learning styles, communicate positively with students, establish a classroom climate in which students want to learn, hold and maintain high expectations for each student, involve students in understanding and in making important decisions about their own learning, personalize learning for each student, provide learning activities adapted to individual students' skill levels, teach to individuals by using a variety of strategies, and use techniques that emphasize cooperative learning and that de-emphasize competitive learning. 1. Student teacher seldom recognizes diversity within the classroom. 2 Student teacher is aware of diversity within the classroom, but seldom adjusts communications and actions. 3. Student teacher is aware of diversity within the classroom and often adjusts

305 communications and actions to demonstrate sensitivity to the various cultures. 4. Student teacher is aware of and celebrates diversity, encourages appreciation of diversity, and demonstrates sensitivity through communications and actions.

12. Listens to students and demonstrates interest in what they are saying by responding appropriately. (IN 2, 6)

Listening is an important aspect of the learning environment. Effective teachers make time to listen to individual students and show a sincere interest in what they are saying. They also demonstrate active listening skills, listening carefully and attentively to gain information that students share. 1. Student teacher does not respond to student comments. 2. Student teacher is inconsistent in responding to what students are saying. 3. Student teacher looks at students and acknowledges with brief verbal and nonverbal feedback what they are sharing. 4. Student teacher responds to students with appropriate nonverbal feedback and by summarizing what students have shared.

13. Builds and sustains a classroom climate of acceptance, encouraging creativity, inquisitiveness, and risk-taking. (IN 6)

Without a classroom climate that encourages inquiry and risk-taking, little critical, creative, or higher-level thinking can take place. The effective teacher builds a climate of openness where students feel free to express and try out ideas. Such a climate promotes mutual respect and acceptance and is free of ridicule and sarcasm. Students' efforts are recognized and encouraged. 1. Student teacher has limited rapport with students, rarely encourages inquisitiveness, and discourages interaction and questioning. 2. Student teacher establishes rapport with students, or develops an atmosphere of limited inquiry. 3. Student teacher establishes rapport with students and often encourages inquiry. 4. In addition to 3, the student teacher accepts students' ideas and fosters academic risk- taking.

14. Provides opportunities for students to cooperate, communicate, and interact with each other to enhance learning. (IN 2, 5, 6)

306 Student-to-student communication promotes achievement. It can be effectively used to allow students to practice and extend language skills, share ideas, feel part of the classroom community, and think responsibly and independently. Effective teachers encourage such communications by allotting time for student interaction, making physical arrangements which promote communication among students, planning appropriate group tasks, and facilitating the sharing of group results. 1. Student teacher does not involve the students in any type of interactive activities. 2. Student teacher provides occasional opportunities for student-to-student communication. 3. Students regularly participate in interactive activities planned by the student teacher. 4. Students frequently work together, not only on student teacher planned activities, but also on self-selected projects.

15. Establishes relationships with parents and guardians. * (IN 10)

Research strongly supports the significance of involving families in their children's education because such involvement affects student achievement, attitudes, and behavior. Developing a successful school-home partnership can best be accomplished by increasing communications with parents and guardians, helping them to assist their children in learning at home, and encouraging their participation at school.

1. Student teacher does not communicate with parents and guardians or attempt to establish relationships. 2. Relationships are established only in response to problems that occur or to parental and guardian requests. 3. Student teacher initiates communication and relationships with parents and guardians. 4. In addition to 3, student teacher builds and sustains relationships with parents and guardians for a variety of purposes. * These items may be assessed interviewing and reviewing data.

III. TEACHING FOR LEARNING

16. Displays knowledge of the subject being taught. (IN 1)

Knowledge of the subject being taught is the foundation of effective teaching. 1. Student teacher does not demonstrate basic knowledge of the subject being taught. 2. Student teacher demonstrates limited knowledge of the subject being taught. 3. Student teacher displays an adequate knowledge base of the subject being taught.

307 4. Student teacher displays extensive knowledge of the subject being taught.

17. Projects enthusiasm for teaching and learning. (IN 5)

Teachers who excel in this area create an atmosphere of enthusiasm about the importance of learning and the significance of the content. They care deeply about their subjects and invite students to share the journey of learning. Students are intrinsically motivated due to the way teachers organize and present the content, the roles they encourage students to assume, and the student initiative they expect. The work is real and significant and becomes important to students as well as to teachers.

This indicator includes verbal and nonverbal teacher behaviors that stimulate students' attention, interaction, and participation. Skills include physical movement, voice, pacing, and body language (i.e., gestures, posture, facial expression, and eye contact). 1. Student teacher does not exhibit enthusiasm about the topic being taught. 2. Student teacher shows limited enthusiasm for the topic being taught. 3. Student teacher usually conveys enthusiasm for the topic being taught. 4. Student teacher consistently shows enthusiasm for teaching and learning in a variety of ways.

18. Uses knowledge of students' prior understandings and experiences to make instruction relevant and meaningful. * (IN 1, 3, 7)

For any topic of study, students have prior knowledge that provides a foundation for new learning. Teachers assess and value this knowledge, select and use instructional materials that are relevant to students' cultural experiences, and facilitate students' sharing through a variety of communication modes. Teachers build students' motivation and achievement by gaining knowledge of their interests, experiences, and characteristics to make instruction meaningful. 1. Student teacher makes little effort to assess, or seldom connects, learning to students' interests and experiences. 2. Student teacher attempts to make learning relevant, but is unsure of students' interests and understandings, or student teacher assesses but does not use information in lesson preparation. 3. Student teacher assesses the students' interests and knowledge, often connecting assessment results to instruction. 4. Student teacher assesses students' interest, characteristics, and knowledge, consistently connecting the lesson to students' interests.

19. Uses a variety of appropriate teaching strategies. (IN 4)

308 To accommodate student diversity and differences in subject matter, a variety of teaching strategies is necessary. Teaching strategies may include, but are not limited to, cooperative learning, direct instruction, discovery learning, demonstration, discussion, inquiry, simulation, independent study, and student research. 1. Student teacher varies teaching strategies, but none are used effectively. 2. Student teacher uses one strategy effectively. 3. Student teacher uses a limited number (2 or 3) of teaching strategies effectively. 4. Student teacher uses a variety (4+) of teaching strategies effectively.

20. Provides learning experiences that accommodate differences in developmental and individual needs. (IN 2, 3, 4)

The effective teacher plans and conducts activities at multiple levels to meet the developmental and individual needs of diverse students. A variety of teaching techniques and learning experiences accommodate different learning styles and performance modes, multiple intelligences, and special education/gifted education needs. 1. Instruction does not accommodate developmental or individual needs. 2. Instruction accommodates the developmental and individual needs of some students. 3. Instruction accommodates the developmental and individual needs of most students. 4. Instruction accommodates the developmental and individual needs of all students.

21. Relates concepts using language that is understood by the students. (IN 4, 6)

Effective teachers use appropriate expressions, demonstrations, vocabulary, and illustrations to communicate concepts. 1. Student teacher communicates using language that is developmentally inappropriate. 2. Student teacher communicates using language that students seldom understand, and rarely adjusts concept presentation when students misunderstand. 3. Student teacher communicates using language that students understand and adjusts communication to enhance learning. 4. Student teacher consistently communicates using language students understand, is aware of students' misunderstandings, and skillfully adjusts language.

22. Gives directions appropriate for carrying out instructional activities and uses concrete examples to clarify when necessary. (IN 4)

309 This indicator focuses on the initial directions and explanations given at the beginning of the lesson and/or each activity within the lesson. The teacher should give clear, direct instructions. Additional clarifications that are needed by individuals should be handled separately so the entire group is not delayed. The teacher should also model the task when appropriate. 1. Student teacher's instructions are seldom understood by students. 2. Student teacher provides incomplete or vague instructions, occasionally attempting to clarify or provide examples. 3. Student teacher usually provides complete instructions for carrying out instructional activities. 4. Student teacher consistently provides complete instructions for carrying out instructional activities and uses concrete examples for clarification when necessary.

23. Incorporates a variety of technology and resources into instruction. * (IN 6)

When teachers efficiently and appropriately incorporate technology and other appropriate resources into instruction, students' motivation, understandings, and skills improve. 1. Student teacher seldom uses available technology or resources. 2. Student teacher sometimes ineffectively uses available technology or resources, or technology or resources do not fit the planned lessons. 3. Student teacher uses lesson-appropriate technology or resources. 4. Student teacher demonstrates skillful and creative use of technology or resources at appropriate times, and effectively uses available resources and student teacher made and other original materials.

24. Provides opportunities for students to apply concepts in problem-solving and critical thinking. (IN 4, 6)

Critical thinking refers to students' abilities to recognize, identify, and understand problems and discrepancies, to propose and test solutions, to arrive at tentative conclusions based on the data collected, and to evaluate conclusions. Problem solving is not a teaching strategy, but a high-order intellectual behavior that facilitates learning. In order to ensure that this process is effective, students' must complete the entire cycle. The cycle includes a step-by-step process: recognizing, identifying, and understanding problems, proposing solutions, testing solutions, and arriving at tentative conclusions. 1. Student teacher seldom provides opportunities for students to apply concepts in problem-solving and critical thinking, or student teacher provides solution. 2. Students are given opportunities to recognize and identify problems and to propose,

310 test, or evaluate solutions. 3. Students are given opportunities to recognize and identify problems and to propose solutions. However, students never actually test solutions, arrive at tentative conclusions, or evaluate solutions. 4. Students are given opportunities to complete the critical thinking/problem solving cycle.

25. Uses questioning to identify misconceptions or confusion and to monitor student work. (IN 6)

Questioning is a vital part of classroom interactions. Teachers' questions are used to explore and build student understanding, identify student confusion, and monitor students' work. Sometimes a series of related questions are needed to clarify student misconceptions. Teachers assess student understanding by asking specific questions related to the topic. 1. Student teacher seldom uses questioning. 2. Student teacher asks questions to check for understanding, but does not attempt to clarify misconceptions. 3. Student teacher uses questioning to check for misconceptions and sometimes uses this information to clarify concepts. 4. Student teacher consistently uses questioning to clarify misconceptions and monitor student work.

26. Uses higher-order questions to engage students in original, creative, and evaluative thinking. (IN 4, 6)

Independent, life-long learners use higher-level thinking to solve problems, analyze components of situations, synthesize or bring together ideas, create and refine new ideas, and make and support judgments. Teachers should structure and sequence questions in a way that is designed to guide students to higher levels of thinking. Appropriate and purposeful questions at a variety of levels should be used. 1. Student teacher seldom uses questioning. 2. Student teacher asks questions at the lowest level – gathering and recalling information. (knowledge, comprehension) 3. Student teacher asks intermediate level questions which are designed to apply

311 knowledge of cause and effect, analyze, summarize, compare/contrast, or classify data. (application, analysis) 4. Student teacher asks high level questions which encourage students to think intuitively, creatively, and hypothetically; to use their imaginations; to identify a value system; or to evaluate judgments. (synthesis, evaluation)

27. Uses community resources to enhance student learning. (IN 10)

Any community has resources that teachers may use to enhance learning. Settings as diverse as city halls, fire stations, parks, businesses, and service agencies enhance students' understanding and appreciation of local resources and the knowledge and skills of people in the community. Persons representing a variety of professions, trades, and avocations might visit the classroom to share their expertise, enthusiasm, and values. Students' family members are often positive resource persons who can build appreciation of diverse talents and interests. 1. Student teacher does not use community resources. 2. Student teacher has limited use of community resources. 3. Student teacher effectively uses community resources. 4. In addition to 3, students use community resources.

28. Adjusts strategies in response to learner feedback and encourages students to expand on and support their responses. (IN 4, 6)

Feedback facilitates learning because it guides students and expresses recognition/ appreciation for their efforts. Feedback may include praise as well as guidance about incorrect and incomplete responses. It may also prompt students to extend or support their responses or to react to others' answers. 1. Student teacher seldom makes an attempt to determine whether students are understanding and gives little or no feedback. Or, student teacher uses negative words or actions to discourage students from giving responses or asking questions. 2. Student teacher passively accepts student responses. Or, student teacher does not call on students in an equitable manner. 3. Student teacher asks for and responds to student input during the lesson. Student teacher seeks to have student extend their answers or explanations by asking probing questions. 4. Student teacher incorporates student responses in current and/or subsequent lessons or activities.

312 29. Uses adequate wait time for responses in order to encourage high-level, reflective thinking. (IN 2, 4)

Research has shown the effectiveness of wait time in terms of gaining more learning, longer student responses, high-level responses, and student-to-student responses. After asking thought-provoking higher-level questions, teachers should provide students with adequate time to think. 1. Student teacher gives inappropriate wait time. 2. Student teacher allows appropriate wait time of 3 to 5 seconds. 3. In addition to 2, student teacher elicits higher-level, reflective thinking. 4. In addition to 3, student teacher allows appropriate wait time after student responses.

30. Gives timely feedback on academic performance and discusses corrective procedures to be taken. * (IN 8)

Effective feedback based on informal assessment addresses standards of academic or cognitive performance, students' progress, and corrective procedures. The feedback should be immediate and ongoing. Reinforcement, praise, and criticism are purposeful. Students' metacognitive abilities should be developed so they can provide their own feedback.

1. Student teacher seldom provides timely feedback on performance. 2. Student teacher provides limited use of feedback, reinforcement, and praise. 3. Student teacher demonstrates adequate feedback and purposefully uses reinforcement and praise. 4. In addition to 3, students use metacognitive strategies to provide their own feedback.

* These items may be assessed by interviewing and reviewing data. IV. MANAGING THE LEARNING ENVIRONMENT

31. Demonstrates fairness and supportiveness in order to achieve a positive, interactive learning environment. (IN 5)

Effective teachers are usually perceived by students as being fair and supportive. They are consistent and equitable in their treatment of and interactions with students. Such teachers relate well to each student and create a classroom climate that motivates and facilitates learning. 1. Student teacher is not always fair in the treatment of students. 2. Student teacher is fair in the treatment of students, but does not promote a positive and

313 interactive learning environment. 3. Student teacher is fair in the treatment of students and actively encourages fairness among students. 4. Student teacher successfully creates a positive, interactive environment and establishes rapport in ways that are appropriate to students' diverse backgrounds and needs.

32. Uses instructional time effectively. (IN 5)

An important aspect of using time effectively is pacing the lesson in ways that are appropriate for the students. Using time effectively also implies making sure that time spent on necessary, but non-instructional processes, is minimized. Students should be engaged in meaningful learning experiences throughout the class period. Transitions from one method or lesson to another should be smooth. 1. Substantial instructional time is spent in non-instructional activities or time is wasted during transitions. 2. There are some unnecessary delays, undesirable digressions from the topic, or ineffective transitions between activities.

3. Overall pacing and transitions are smooth; however, there are minor problems with effective use of instructional time. 4. Pacing is appropriate, transactions are smooth, and there are no unnecessary delays or undesirable digressions.

33. Monitors students' participation and interpersonal interactions in learning activities. (IN 5)

The teacher must monitor participation in learning activities while teaching and as students work. The teacher should observe and support student interaction in learning activities and refocus students to tasks if necessary. Clear, established procedures will help keep students on task. 1. Student teacher seldom monitors students' interactions. 2. Student teacher passively monitors students' interactions, but makes no attempt to redirect student learning.

314 3. Student teacher monitors student learning by moving among the students and refocusing students to tasks as necessary. 4. In addition to 3, students are given opportunities to self-monitor.

34. Establishes efficient routines for procedural tasks and delegates to students. (IN 5)

To maximize learning time, routine procedural tasks are handled smoothly in the classroom. These procedural matters may or may not be directly related to instruction (bookkeeping, distribution and collection of materials, collecting lunch money, etc.). When students are involved in handling routine tasks, the teachers are able to attend to other matters and student responsibility is enhanced. 1. Student teacher seldom attends to or delegates routine tasks. 2. Student teacher or students attend to routine tasks in a disruptive or inefficient manner. 3. Student teacher and students jointly handle routine tasks efficiently. 4. In addition to 3, the student teacher delegates appropriate responsibilities to students who consistently complete these tasks efficiently.

35. Applies the principles of effective classroom management using a range of strategies to promote cooperation and learning. (IN 5)

Without rules and standards for behavior, learning seldom takes place. Effective teachers establish and consistently enforce classroom rules and standards so that possibilities for learning are maximized. Teachers foster respect and develop self-respect in students by modeling and positively reinforcing appropriate classroom behavior.

1. Student teacher does not apply the principles of effective classroom management. 2. Student teacher attempts to apply the principles of effective classroom management. 3. Student teacher consistently applies the principles of effective classroom management. 4. Student teacher consistently applies the principles of effective classroom management and uses a range of strategies to promote cooperation and learning.

36. Analyzes the classroom environment and makes adjustments to enhance social relationships, student motivation, and learning. * (IN 5, 6, 7) Drawing on knowledge of psychology and sociology, the teacher should study and analyze classroom interactions/environment to develop strategies for organizing and supporting individual and group learning. The teacher should promote students' intrinsic motivation, positive attitudes toward school, cooperation in the classroom, and learning.

315 1. Student teacher seldom uses knowledge of social relationships and motivational strategies within the classroom to affect learning. 2. Student teacher demonstrates an awareness of the social relationships and motivational strategies within the classroom, but is unable to make adjustments to enhance learning. 3. Student teacher makes adjustments that are usually effective in enhancing student motivation and learning. 4. Student teacher continually makes adjustments that are effective in enhancing student motivation and learning.

37. Utilizes individual and group responses to pace learning, proceed with new work, or reteach unclear parts of the lesson. (IN 2, 4)

Effective teachers constantly take cues from students. They use these cues to adjust and determine the pace of lessons. They recognize the level of students' understanding, the need for clarification and reteaching, and the direction for subsequent lessons. 1. Student teacher seldom utilizes students' responses to adjust lessons. 2. Student teacher occasionally utilizes students' responses to adjust lessons. 3. Student teacher usually uses students' responses to adjust lessons. 4. Student teacher consistently uses students' responses to adjust lessons and takes advantage of teachable moments.

38. Attends to organizing time, space, activities, and materials to provide equitable engagement of students in productive tasks. (IN 5)

Learning is facilitated and maximized in well-organized classrooms. Teachers must make numerous decisions concerning the organization of time to provide for efficient use of classroom time and space (arrangement of desks, tables, displays, learning centers, etc.). They must develop procedures for easy access to materials and equipment so that lessons flow smoothly with few interruptions. 1. Student teacher demonstrates no evidence of organization. 2. Student teacher demonstrates limited organization. 3. Student teacher demonstrates organization. Materials are easily accessible so that

316 there are no interruptions in the flow of instruction. 4. Student teacher consistently demonstrates exemplary organization, and students are engaged in productive tasks.

* These items may be assessed by interviewing and reviewing data.

V. ASSESSMENT OF STUDENT LEARNING*

39. Communicates assessment criteria and performance standards to the students. (IN 8)

Evaluating students is critical to the learning process. Effective teachers inform students of standards and assessment criteria before they begin assignments and tasks. Teachers clarify these criteria and standards with examples, models, verbal clarifications, and other means. 1. Student teacher seldom informs students of performance standards or assessment criteria. 2. Student teacher informs students they will be assessed on the information presented in class, but does not elaborate on details of assessment. 3. Student teacher verbally informs students about performance standards and assessment criteria. 4. Student teacher assures student understanding of assessment criteria and performance standards through the use of examples and models.

40. Develops and uses a variety of formal and informal performance assessments. (IN 8)

Assessment, the process of gathering information about student progress, should be multifaceted. Teachers must use a variety of methods to evaluate students, especially in cross-cultural classroom settings. When a variety of assessment approaches is used, students have opportunities to display and document their knowledge and skills in different ways. Thus, a broad picture of students' diverse needs, strengths, and interests is developed. Assessment should be appropriate for students' levels and styles, as well as for content subject matter. Assessments may include, but are not limited to, portfolios, performance tasks, written work and tests, journals, videotapes, anecdotal records, teacher narratives, artistic products, analysis, simulations, rubrics, student self-assessments, observations, and checklists. 1. Student teacher seldom uses assessment. 2. Student teacher uses only one type of assessment.

317 3. Student teacher develops and uses more than one type of assessment appropriately. 4. Student teacher develops and uses a variety of assessments appropriately.

41. Encourages students to assume responsibility for learning and to engage in self-evaluation. (IN 8)

The teacher should use assessment strategies to involve students in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning. 1. Student teacher does not expect students to take the initiative in their learning and does not help students develop self-evaluation processes. 2. Student teacher offers limited opportunities for students to expand their learning. 3. Student teacher provides numerous opportunities for students to expand their learning and engage in self-evaluation. 4. Student teacher consistently provides opportunities for students to expand their learning and engage in self-evaluation.

42. Maintains records of student work and performance and communicates student progress to students, parents, guardians, and colleagues. (IN 8)

The teacher should develop and use appropriate methods for recording students' work and performance. 1. Student teacher does not maintain samples of student work or performance. 2. Student teacher maintains a limited amount of student work samples and performance. 3. Student teacher maintains adequate records of student progress. 4. In addition to 3, the student teacher communicates student progress to students, parents, guardians, and colleagues.

Instrument 2 – Dispositions Rating Scale (Undergraduate Programs Version)

Directions: Use the Appraisal Scale to rate each Characteristic (Disposition). The explanations of the Characteristics (e.g., 1.1, 1.2) provide clarification.

Appraisal Scale: 1 – Does not meet expectations 2 – Meets a few expectations but not sufficient 3 – Meets expectations 4 – Exceeds expectation

318 Characteristic Rating Evidence for 1 or 2 Rating (Disposition) Flexibility: 1.1 responds promptly and effectively to unexpected occurrences in the classroom and to the needs of colleagues and administrators 1.2 adapts willingly to change and contributes positively to the needs of the workplace Poise and Confidence: 2.1 handles self professionally in actions and speech 2.2 carries self with self- assurance without feeling threatened by others’ accomplishments or abilities 2.3 realistically appraises own abilities and the ability to risk despite perceived weaknesses Maturity and Judgment: 3.1 accurately assesses the context of complex situations in the workplace and responds appropriately 3.2 consults with

319 colleagues and administrators as needed and acts independently within the scope of training 3.3 avoids personalizing conflict in emotionally charged situations 3.4 knows safety measures and how to handle emergencies Attendance and Participation: 4.1 attends all expected classes, meetings, and trainings required 4.2 contributes meaningfully to meetings and doesn’t just “show up” Punctuality: 5.1 arrives to all expected classes, meetings, and trainings required on or before expected start time 5.2 completes assignments on/before due date(s) Dependability: 6.1 behaves in a consistent and professional manner that contributes positively to the environment 6.2 shows responsibility in all

320 aspects of professional functioning Sensitivity: 7.1 effectively demonstrates empathy and compassion toward others within the professional context while maintaining learning expectations 7.2 maintains confidentiality of sensitive student and colleague information 7.3 effectively demonstrates acceptance of diversity (e.g., exceptionalities, gender, race, SES) is different from my own is an essential part of my college education.

Enthusiasm: 8.1 generates excitement, passion, and interest within students and colleagues 8.2 motivates self to perform well in spite of circumstances that are not optimal Grooming and Appearance: 9.1 appears well groomed, attending to both

321 neatness and personal hygiene 9.2 selects attire that does not detract from professional functioning and is consistent with other professionals within the workplace Attitude: 10.1 conveys a positive (helpful, upbeat) disposition in the workplace 10.2 takes responsibility for emotional states and behavior and adjusts when needed 10.3 hears and responds appropriately to feedback from peers and supervisors without becoming defensive

Initiative: 11.1 is proactive and anticipates what a situation calls for and responds appropriately 11.2 consults with others when necessary 11.3 asks for feedback about the impact of work Creativity: 12.1 is inventive

322 recognizes and uses personal talents to facilitate professional functioning 12.2 recognizes and uses personal talents to facilitate professional functioning Resourcefulness: 13.1 uses materials appropriately in the classroom and other professional settings 13.2 employs multiple technologies to aid the teaching process 13.3 responds with flexibility Professional Growth: 14.1 demonstrates value of lifelong learning 14.2 engages in self- reflection for continuous improvement 14.3 takes advantage of opportunities for professional development Collaboration: 15.1 engages in successful home-school partnerships 15.2 works effectively with community and social services agencies

323 15.3 collaborates appropriately with professional colleagues, as appropriate

Instrument 3 – Dispositions Rating Scale (Graduate Programs Version)

Directions: Use the Appraisal Scale to rate each Characteristic (Disposition). The explanations of the Characteristics (e.g., 1.1, 1.2) provide clarification.

Appraisal Scale: 1 – Does not meet expectations 2 – Meets a few expectations but not sufficient 3 – Meets expectations 4 – Exceeds expectation

Characteristic Rating Evidence for 1 or 2 Rating (Disposition) Flexibility: 1.1 responds promptly and effectively to unexpected occurrences in the classroom and to the needs of colleagues and administrators

1.2 adapts willingly to change and contributes positively to the needs of the workplace

Attendance and Participation:

324 2.1 attends all expected classes, meetings, and trainings required

2.2 contributes meaningfully to meetings and doesn’t just “show up”

Punctuality: 3.1 arrives to all expected classes, meetings, and trainings required on or before expected start time

3.2 completes assignments on/before due date(s)

Dependability: 4.1 behaves in a consistent ad professional manner that contributes positively to the environment

4.2 shows responsibility in all aspects of professional functioning Poise and Confidence:

325 5.1 handles self professionally in actions and speech

5.2 carries self with self- assurance without feeling threatened by others’ accomplishments or abilities

5.3 realistically appraises own abilities and the ability to risk despite perceived weaknesses

Maturity and Judgment: 6.1 accurately assesses the context of complex situations in the workplace and responds appropriately

6.2 consults with colleagues and administrators as needed and acts independently within the scope of training

6.3 avoids personalizing conflict in emotionally charged situations

6.4 knows safety measures and how to handle emergencies

Grooming and Appearance:

326 7.1 appears well groomed, attending to both neatness and personal hygiene

7.2 selects attire that does not detract from professional functioning and is consistent with other professionals within the workplace

Sensitivity: 8.1 effectively demonstrates empathy and compassion toward others within the professional context while maintaining learning expectations 8.2 maintains confidentiality of sensitive student and colleague information 8.3 effectively demonstrates acceptance of diversity (e.g., ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, geographical area) is different from my own is an essential part of my college education.

Attitude:

327 9.1 conveys a positive (helpful, upbeat) disposition in the workplace 9.2 takes responsibility for emotional states and behavior and adjusts when needed 9.3 hears and responds appropriately to feedback from peers and supervisors without becoming defensive

Initiative: 10.1 is proactive and anticipates what a situation calls for and responds appropriately 10.2 consults with others when necessary 10.3 asks for feedback about the impact of work Resourcefulness: 11.1 uses materials appropriately in the classroom and other professional settings 11.2 employs multiple technologies to aid the teaching process 11.3 responds with flexibility Enthusiasm: 12.1 generates excitement, passion, and interest within students and colleagues 12.2 motivates self to perform well in spite of circumstances that are not optimal Creativity:

328 13.1 is inventive recognizes and uses personal talents to facilitate professional functioning 13.2 recognizes and uses personal talents to facilitate professional functioning Collaboration: 14.1 engages in successful home- school partnerships 14.2 works effectively with community and social services agencies 14.3 collaborates appropriately with professional colleagues, as appropriate Professional Growth: 15.1 demonstrates value of lifelong learning 15.2 engages in self-reflection for continuous improvement 15.3 takes advantage of opportunities for professional development

Ethics:

16.1 fulfills legal and contractual obligations while applying laws and procedures fairly 16.2 expects school community to demonstrate integrity and exercise ethical behavior 16.3 protects the rights of faculty, staff, and students 16.4 treats people fairly, equitably,

329 and with dignity and respect 16.5 accepts responsibility for school operations and recognizes the impact of administrative decisions of others 16.6 models strong values, beliefs, and a professional code of ethics

Instrument 4 – Openness to Diversity and Challenge Survey

Dear Student, Please complete the survey below. This survey will be completed by all EPY 601 students. It will help the instructors in the College of Education understand student attitudes and beliefs about diversity. Your responses will not affect your grade in EPY 601. The survey should be completed anonymously. Do NOT put your name on it, but please circle your major so that the data can be disaggregated by academic major. Thank you for your assistance.

Directions: Complete the following items concerning diversity by circling the number that most closely reflects your attitude. The numerical scale is as follows: 5 = Strongly Agree, 4 = Agree, 3 = Neutral, 2 = Disagree, 1 = Strongly Disagree

5 4 3 2 1 1. I enjoy having discussions with people whose ideas and values are different from my own.

5 4 3 2 1 2. The real value of a college education lies in being introduced to different values.

5 4 3 2 1 3. I enjoy talking with people who have values different from mine because it helps me understand myself and my values better.

5 4 3 2 1 4. Learning about people from different cultures is a very important part of my college education.

330 5 4 3 2 1 5. I enjoy taking courses that challenge my beliefs and values.

5 4 3 2 1 6. The courses I enjoy the most are those that make me think about things from a different perspective.

5 4 3 2 1 7. Contact with individuals whose background (e.g., ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, geographical area) is different from my own is an essential part of my college education.

5 4 3 2 1 8. I enjoy courses that are intellectually challenging.

Used with permission from the following: Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First- generation college students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75, 249 – 284. Instrument 5 – Follow-Up Survey of Graduates and Their Employers

Directions: Indicate the preparation level of Delta State graduates by choosing the number from 1 – 5 that most closely reflects their level(s) of preparation. 5 indicates strong preparation and 1 indicates weak preparation.

Rating Scale Comments and/or Survey Items Examples from Practice (Optional) 1. Effective strategies for teaching in the subject area(s) that are being taught 5 4 3 2 1 2. Planning and preparing for instruction 5 4 3 2 1 3. Accommodating the instructional needs of 5 4 3 2 1 most students 4. Working with special needs students 5 4 3 2 1 5. Integrating technology into teaching and 5 4 3 2 1 learning 6. Using a variety of assessment strategies 5 4 3 2 1 7. Organizing the classroom environment for 5 4 3 2 1 instruction 8. Success in student motivation 5 4 3 2 1 9. Managing student behavior 5 4 3 2 1

331 10. Collaborating with fellow teachers, other educational personnel, families of students, 5 4 3 2 1 and the community 11. Establishing professional behaviors (e.g., life-long learning, professional attitudes, 5 4 3 2 1 actions, and appearance)

Scoring Guide/Rubric 1 - Philosophy Statement

Note to Scorer: The overall philosophy should be rated using the following scale. The total score should be recorded in the blank provided. Rating scales are also provided for individual indicators.

TOTAL SCORE______

Outstanding -4 Acceptable – 3 Marginal – 2 Unacceptable – 1 56 – 60 points with no score 45 – 55 points with no score 30 – 44 points or a score Below 30 or a score of 1 on below a 3 below a 3 below 3 for any indicator any indicator All areas of philosophy All areas of philosophy Gaps/omissions in One or more criteria judged developed fully with represented at a basic level philosophy; to be unacceptable theoretical bases and/or (minimal identification of composition/mechanical examples provided; absence theoretical bases/examples); errors, while not of composition/mechanical minor composition/ unacceptable, are distracting errors mechanical errors

Note to Scorer: Rate each indicator below according to the following scale. Each indicator references a dimension of education or the teaching/learning experience that should be addressed in the philosophy.

332 Outstanding – 4 Acceptable – 3 Marginal – 2 Unacceptable - 1 Detailed and honed Clear explanation with Explanation is basic in Explanation is unclear or explanation with superior rational example nature; lacks cohesiveness, inappropriate, and lacks examples clarity and/or example(s) are appropriate examples weak

Teaching Rationale ___ Purpose of education ___ Influences on education (e.g., societal, cultural, political, economic) ___ Personal goals (as an educator)

Appropriate teaching/learning climate ___ Developmental stages of learner ___ Student diversity (e.g., gender, race/ethnicity, learning styles) ___ Teacher’s role/Student’s role

Content ____ Curricular content areas ____ Standards (national, state, district) ____ Other influences on curriculum (e.g., programs, textbooks, media, resources)

Professionalism ____ Professional growth ____ Reflection ____ Collaboration (e.g., parents, colleagues, community agencies)

Note to scorer: Rate each indicator below according to the following scale. These indicators represent technical aspects of writing, as well as its form.

Outstanding – 4 Acceptable - 3 Marginal – 2 Unacceptable - 1 All indicators met at a high Deficiency is noted for one or Deficiencies related to Excessive deficiencies noted level of proficiency more indicators, but indicators are distracting, related to descriptors

333 meaning is intact though not at an unacceptable level

Composition/Mechanics

____ Formal standard English used throughout philosophy ____ Paragraphs organized around main ideas and supporting details ____ Varied sentences transition and flow to form a cohesive philosophy

*Entry level philosophies are evaluated in light of beginning candidate experiences.

Scoring Guide/Rubric 2 – Elementary Education Integrated Unit Plan

Contextual Factors and Class Description TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning.

Rating 0 1/2 1 Indicator Indicator Not Met Indicator Partially Met Indicator Met Score (Unacceptable) (Acceptable) (Target) Teacher displays minimal, Teacher displays some Teacher displays a Knowledge of Community, irrelevant, or biased knowledge of the comprehensive School and classroom knowledge of the characteristics of the understanding of the Factors characteristics of the community, school, and characteristics of the community, school, and classroom that may affect community, school, and classroom. learning. classroom that may affect learning. Teacher displays minimal, Teacher displays general Teacher displays general and stereotypical, or irrelevant knowledge of student specific understanding of knowledge of student differences (e.g., student differences (e.g., Knowledge of differences (e.g., development, interests, development, interests, Characteristics of Students development, interests, culture, abilities/disabilities) culture, abilities/disabilities) culture, abilities/disabilities). that may affect learning. that may affect learning. Teacher displays little or Teacher displays general Teacher displays general and Knowledge of Students' irrelevant knowledge of knowledge of students' skills specific understanding of Skills and Prior Learning students' skills and prior and prior learning that may students' skills and prior

334 learning. affect learning. learning that may affect learning. Implications for Teacher does not provide Teacher provides general Teacher provides specific Instructional Planning and implications for instruction implications for instruction implications for instruction Assessment and assessment based on and assessment based on and assessment based on student individual student individual student individual differences and community, differences and community, differences and community, school, and classroom school, and classroom school, and classroom characteristics OR provides characteristics. characteristics. inappropriate implications. Total

Learning Goals: Objectives, Concepts, and Skills

335 Rating 0 1/2 1 Indicator Indicator Not Met Indicator Partially Met Indicator Met Score (Unacceptable) (Acceptable) (Target) Less than 60% of the goals 60-94% of the goals are 95% or more of the goals are Clarity and are not stated clearly and are clearly stated as learning clearly stated as learning Appropriateness for activities rather than learning outcomes. 60-94% of the outcomes. 95% or more of Students outcomes. Less than 60% of goals are appropriate for the the goals are appropriate for the goals are not appropriate development, prerequisite the development, for the development, knowledge, skills, prerequisite knowledge, prerequisite knowledge, experiences, and other skills, experiences, and other skills, experiences, and other student needs. student needs. student needs. Alignment with National, Less than 60% of the goals 60-94% of the goals are 95% or more of the goals are State, or Local Standards are not aligned with national, aligned with national, state, aligned state, or local standards. or local standards. with national, state, or local standards. Facilitates Acquisition of Less than 60% of the goals 60-94% of the goals 95% or more of the goals Appropriate Concepts and facilitate the acquisition of facilitate the acquisition of facilitate the acquisition of Skills appropriate concepts and appropriate concepts and appropriate concepts and skills. skills. skills.

336 Lesson Plan Rubric

Unacceptable Marginal Acceptable Outstanding 1 2 3 4

Objectives Objectives are missing, unclear, or Objectives do not provide a clear Objectives provide some sense of Objectives provide a clear sense of are unrelated to standards. sense of what students will know and what students will know and be able what students will know and be able be able to do as a result of the lesson. to do as a result of the lesson. Most to do as a result of the lesson. All Some of the objectives are related to of the objectives are related to objectives are clearly and closely standards. standards. related to standards. Grade Level Appropriateness Objectives and activities are Some, but not all, objectives and Most objectives and activities are All objectives and activities are inappropriate for the intended grade activities are appropriate for the appropriate for the intended grade appropriate for the intended grade level. intended grade level. level. level. Instructional Activities Activities are unrelated to objectives. Activities relate peripherally to Activities relate to objectives. A few Activities provide a logical path to Many activities are extraneous and objectives. Some activities are activities may be extraneous or meeting objectives. No activities are irrelevant. No attempt is made to extraneous or irrelevant. Activities irrelevant. Activities are accessible to extraneous or irrelevant. Students of individualize activities for learning are not accessible to students with students of more than one learning many learning styles and strengths styles or strengths. different learning styles and style of strength. can benefit from activities. strengths. Differentiated Instruction No differentiation of instruction is Lesson plan includes minimal Lesson includes some differentiated Lesson clearly offers appropriate, mentioned. differentiated instruction, limited to instruction for gifted students and creative, and well-integrated either gifted students OR students students with special needs. challenges for students of all levels, with special needs. including gifted students and students with special needs. Teacher-Created Supporting No supporting materials are Supporting materials and student Supporting materials and student Supporting materials and student Materials included. handouts are messy, incomplete, handouts are clear and complete. handouts are clear, complete, and and/or unappealing to students. Materials enhance lesson. appealing to students. Materials Materials do not enhance lesson. enhance lesson significantly. Assessment Assessment is unrelated to objectives Assessment is somewhat related to Assessment is related to objectives Assessment is directly related to and standards. objectives and standards. Assessment and standards. Assessment is less objectives and standards. Assessment is not appropriate for all students' accessible for students with certain provides opportunities for students learning styles and strengths. learning styles and strengths. with varying learning styles and strengths to excel. Mechanics Spelling and grammar are The lesson plan contains many The lesson plan contains few spelling Spelling and grammar in lesson plan

337 unacceptable. spelling and grammar errors. and grammar errors. are flawless.

338 Integrated Unit Lesson Plan Rubric

339 Unacceptable Marginal Acceptable Outstanding 1 2 3 4 Language Arts / Reading Lessons do not reflect balanced Lessons inaccurately reflect Lessons accurately reflect Lessons accurately reflect reading instruction and balanced reading instruction balanced reading instruction and balanced reading instruction and inappropriately address the and address no more than two address three to four language address all language arts modes. language arts modes. language arts modes. arts modes. Mathematics Lessons do not reflect instruction Lessons reflect inappropriate Lessons reflect appropriate use Lessons reflect outstanding use of regarding major concepts, or poorly developed of major concepts, procedures, major concepts, procedures, and procedures, and reasoning instruction regarding major and reasoning processes for math reasoning processes for math processes for mathematics and concepts, procedures, and instruction and facilitate instruction and facilitate students’ do not facilitate students’ reasoning processes for students’ abilities to represent abilities to represent phenomena, abilities to represent phenomena, mathematics and phenomena, problem solve, and problem solve, and manage data. problem solve, and manage data. inappropriately facilitate manage data. students’ abilities to represent phenomena, problem solve, and manage data. Social Studies Lessons do not reflect Lessons reflect inappropriate Lessons reflect appropriate Lessons reflect outstanding application of major concepts application of major concepts application of major concepts application of major concepts and and modes of inquiry to promote and modes of inquiry to and modes of inquiry to promote modes of inquiry to promote students’ social understanding promote students’ social students’ social understanding students’ social understanding and civic efficacy. understanding and civic and civic efficacy. and civic efficacy. efficacy. Science Lessons do not reflect Lessons inappropriately Lessons reflect application of Lessons reflect outstanding application of fundamental reflect application of fundamental concepts and application of fundamental concepts and do not incorporate fundamental concepts and appropriately incorporate the concepts and incorporation of the the inquiry process. inappropriately incorporate inquiry process. inquiry process. the inquiry process. The Arts Lessons do not reflect knowledge Lessons inappropriately Lessons reflect knowledge and Lessons reflect outstanding and understanding of the content, reflect knowledge and understanding of the content, knowledge and understanding of function, and achievements of understanding of the content, function, and achievements of the content, function, and the visual and performance arts function, and achievements of the visual and performance arts achievements of the visual and as primary media of the visual and performance as primary media of performance arts as primary communication, inquiry and arts as primary media of communication, inquiry and media of communication, inquiry insight among students. communication, inquiry and insight among students. and insight among students. insight among students. Health/Physical Education Lessons do not reflect Lessons reflect inappropriate Lessons reflect experiences that Lessons reflect outstanding experiences that promote health experiences that promote promote health and physical experiences that promote health and physical movement. health and physical movement. and physical movement. movement.

340 Assessment Plan Rubric

Rating 0 1/2 1 Indicator Indicator Not Met Indicator Partially Met Indicator Met Score (Unacceptable) (Acceptable) (Target) Alignment with Learning Less than 60% of the content 60-94% of the content and 95% or more of the content Goals and Instruction with and methods of assessment methods of assessment and methods of assessment Clarity of Criteria and lack cognitive complexity and include cognitive complexity include cognitive complexity Standards for Performance congruence with learning and congruence with learning and congruence with learning goals and/or less than 60% of goals and 60-94% of the goals and 95% of the the assessments contain no assessments contain clear assessments contain clear clear criteria for measuring criteria for measuring student criteria that are explicitly student performance relative performance relative to the linked to the learning goals. to the learning goals. learning goals. Multiple Modes and The assessment plan includes The assessment plan includes The assessment plan includes Approaches and Technical only one mode and does not some valid measures and valid, multiple modes of Soundness assess students before, during, multiple modes but all are assessments (including and after instruction and/or either pencil/paper based (i.e. performance assessments, the assessments are not valid they are not performance reports, research projects, due to inaccurate scoring assessments) and/or do not etc.) and assesses student procedures, poorly written require the integration of performance throughout the prompts, and confusing knowledge skills and instructional sequence. directions and procedures. reasoning ability. Adaptations Based on the Teacher does not adapt Teacher makes adaptations to Teacher makes adaptations to Individual Needs of assessments to meet the assessments but some of the assessments that are Students individual needs of students adaptations are inappropriate appropriate for meeting the or these assessments are for meeting the individual individual needs of most inappropriate. needs of some students. students, Total

Home-School-Community Connection Rubric

Rating 0 1/2 1 Indicator Indicator Not Met Indicator Partially Met Indicator Met Score (Unacceptable) (Acceptable) (Target) Builds Family and Inappropriate or no evidence Evidence of attempts to foster Evidence of attempts to foster Community Relationships of attempts to foster and and utilize family and and utilize family and utilize family and community community support to community support to support to facilitate facilitate achievement of facilitate achievement of

341 Collaborates with Families

Field Experience Individual Teaching Evaluation Unacceptable Marginal Acceptable Outstanding POINTS Organization 1 2 3 4 5 _____ Audience cannot Audience has Student presents Student presents understand lesson difficulty following information in information in because there is no presentation logical sequence logical, interesting sequence of because student which audience can sequence which

342 information. jumps around. audience can follow. follow. Teaching of 1 2 3 4 5 6 7 8 9 10 Individual Lesson DSU student does DSU student DSU student DSU student not exhibit exhibits little exhibits adequate exhibits outstanding knowledge of the knowledge of the knowledge of the knowledge of the _____ objective; offers no objective; offers objective; offers objective; offers or inappropriate little elaboration. adequate outstanding elaboration. elaboration. explanations and elaboration. Visuals 1 2 3 4 5 Student used no Student Visuals related to Student used visuals visuals or visuals occasionally used text and skills. to reinforce text and were of poor visuals that rarely Visuals were of skills. Visuals were _____ quality. support text and good quality. of high quality. skills. Visuals were of minimal, acceptable quality. Oral 1 2 3 4 5 Communication Student’s verbal Student mumbled, Student spoke Student used learn communication was incorrectly coherently most of voice, appropriate incoherent. Student pronounced 1 – 2 the time with intonation, and incorrectly terms, and accurate correct pronounced 3 or communicated with pronunciation of pronunciation of more terms. Student inappropriate terms. Student terms. _____ used inappropriate language, facial communicated with language, facial expressions, appropriate expressions, gestures, and language, facial gestures, and personal expressions, personal interactions. gestures, and interactions. personal interactions. TOTAL _____

343 Comments:

Reflection and Self-Evaluation Rubric

344 Rating 0 1 2 3 4 Indicator Indicator Not Met Indicator Partially Met Indicator Met Score (Unacceptable) (Acceptable) (Target) Development and No evidence supports the Provides evidence of Uses evidence to support the Implementation through collaborative development and collaboration but offers no collaboration of the team in Collaboration implementation of the unit. explanation of its effect on development and the development and implementation of the unit implementation of the unit. and expounds on the effects of the collaborative efforts on the outcome of the unit implementation. Interpretation of Student No evidence or reasons Provides evidence but no (or Uses evidence to support Learning provided to support simplistic, superficial) conclusions drawn in conclusions drawn in reasons or hypotheses to "Analysis of Student "Analysis of Student support conclusions drawn in Learning" section. Explores Learning" section. "Analysis of Student multiple hypotheses for why Learning" section. some students did not meet learning goals. Insights on Effective Provides no rationale for why Identifies successful and Identifies successful and Instruction and Assessment some activities or unsuccessful activities or unsuccessful activities or assessments were more assessments and superficially assessments and provides successful than others. explores reasons for their plausible reasons (based on success or lack thereof (no theory or research) for their use of theory or research). success or lack thereof. Alignment along Goals, Does not connect learning Connects learning goals, Logically connects learning Instruction and Assessment goals, instruction, and instruction, and assessment goals, instruction, and assessment results in the results in the discussion of assessment results in the discussion of student learning student learning and effective discussion of student learning and effective instruction instruction but and effective instruction. and/or the connections are misunderstandings or irrelevant or inaccurate. conceptual gaps are present. Implications for Future Provides no ideas or Provides ideas for redesigning Provides ideas for redesigning Teaching inappropriate ideas for learning goals, instruction, and learning goals, instruction, and redesigning learning goals, assessment but offers no assessment and explains why instruction, and assessment. rationale for why these these changes would improve changes would improve student learning. student learning. Implications for Provides no professional Presents professional Presents a small number of Professional Development learning goals or goals that learning goals that are not professional learning goals are not related to the insights strongly related to the that clearly emerge from the and experiences described in insights and experiences insights and experiences this section. described in this345 section described in this section. and/or provides a vague plan Describes specific steps to for meeting the goals. meet these goals. Total Scoring Guide/Rubric 3 – Elementary Education Teacher Work Sample

TWS Rating Guide Unacceptable Acceptable Target Indicator Not Met = 1 Indicator Partially Met = 2 Indicator Met = 3

Contextual Factors TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning.

Rating → 1 2 3 Score Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met

1.a. Knowledge of Teacher displays minimal, Teacher displays some Teacher displays a Community, School and irrelevant, or biased knowledge of the comprehensive understanding Classroom Factors knowledge of the characteristics of the of the characteristics of the characteristics of the community, school, and community, school, and community, school, and classroom that may affect classroom that may affect classroom. learning. learning.

1.b. Knowledge of Teacher displays minimal, Teacher displays general Teacher displays general & Characteristics of Students stereotypical, or irrelevant knowledge of student specific understanding of knowledge of student differences (e.g., student differences (e.g., differences (e.g. development, interests, development, interests, development, interests, culture, abilities/ culture, abilities/ culture, abilities/ disabilities) that may affect disabilities) that may affect disabilities). learning. learning. 1.c. Knowledge of Students’ Teacher displays minimal, Teacher displays general Teacher displays general & Varied Approaches to stereotypical, or irrelevant knowledge about the different specific understanding of the Learning knowledge about the different ways students learn (e.g., different ways students learn ways students learn (e.g., learning styles, learning (e.g., learning styles, learning learning styles, learning modalities). modalities) that may affect modalities). learning.

346 1.d. Knowledge of Students’ Teacher displays little or Teacher displays general Teacher displays general & Skills irrelevant knowledge of knowledge of students’ skills specific understanding of and Prior Learning students’ skills and prior and prior learning that may students’ skills and prior learning. affect learning. learning that may affect learning.

1.e. Implications for Teacher does not provide Teacher provides general Teacher provides specific Instructional Planning and implications for instruction implications for instruction implications for instruction Assessment and assessment based on and assessment based on and assessment based on student individual differences student individual differences student individual differences and community, school, and and community, school, and and community, school, and classroom characteristics OR classroom characteristics. classroom characteristics. provides inappropriate implications.

Learning Goals TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals. Rating → 1 2 3 Score Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met

2.a. Significance, Challenge Goals reflect only one type or Goals reflect several types or Goals reflect several types or and Variety level of learning. levels of learning but lack levels of learning and are significance or challenge. significant and challenging.

2.b. Clarity Goals are not stated clearly Some of the goals are clearly Most of the goals are clearly and are activities rather than stated as learning outcomes. stated as learning outcomes. learning outcomes.

347 2.c. Appropriate- Goals are not appropriate for Some goals are appropriate Most goals are appropriate ness for Students the development; pre- for the development; pre- for the development; prerequisite knowledge, skills, requisite knowledge, skills, requisite knowledge, skills, experiences; or other student experiences; and other experiences; and other needs. student needs student needs.

2.d. Alignment with Goals are not aligned with Some goals are aligned with Most of the goals are National, State or Local national, state or local national, state or local explicitly aligned with Standards standards. standards. national, state or local standards.

Assessment Plan TWS Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction. Rating → 1 2 3 Score Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met

3.a. Alignment with Content and methods of Some of the learning goals Each of the learning goals is Learning Goals and assessment lack congruence are assessed through the assessed through the Instruction with learning goals or lack assessment plan, but many assessment plan; assessments cognitive complexity. are not congruent with are congruent with the learning goals in content and learning goals in content and cognitive complexity. cognitive complexity.

3.b. Clarity of Criteria and The assessments contain no Assessment criteria have Assessment criteria are clear Standards for Performance clear criteria for measuring been developed, but they are and are explicitly linked to student performance relative not clear or are not explicitly the learning goals. to the learning goals. linked to the learning goals.

348 3.c. Multiple Modes and The assessment plan includes The assessment plan includes The assessment plan includes Approaches only one assessment mode multiple modes but all are multiple assessment modes and does not assess students either pencil/paper based (i.e. (including performance before, during, and after they are not performance assessments, lab reports, instruction. assessments) and/or do not research projects, etc.) and require the integration of assesses student performance knowledge, skills and throughout the instructional reasoning ability. sequence.

3.d. Technical Soundness Assessments are not valid; Assessments appear to have Assessments appear to be scoring procedures are absent some validity. Some scoring valid; scoring procedures are or inaccurate; items or procedures are explained; explained; most items or prompts are poorly written; some items or prompts are prompts are clearly written; directions and procedures are clearly written; some directions and procedures are confusing to students. directions and procedures are clear to students. clear to students.

3.e. Adaptations Based on Teacher does not adapt Teacher makes adaptations to Teacher makes adaptations to the Individual Needs of assessments to meet the assessments that are assessments that are Students individual needs of students appropriate to meet the appropriate to meet the or these assessments are individual needs of some individual needs of most inappropriate. students. students.

Design for Instruction TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Rating → 1 2 3 Score Indicator↓ Indicator Not Met Indicator Partially Met Indicator Met

4.a. Alignment with Few lessons are explicitly Most lessons are explicitly All lessons are explicitly Learning Goals linked to learning goals. Few linked to learning goals. Most linked to learning goals. All learning activities, learning activities, learning activities, assignments and resources assignments and resources assignments and resources are aligned with learning are aligned with learning are aligned with learning goals. Not all learning goals goals. Most learning goals are goals. All learning goals are are covered in the design. covered in the design. covered in the design.

349 4.b. Accurate Teacher’s use of content Teacher’s use of content Teacher’s use of content Representation of Content appears to contain numerous appears to be mostly appears to be accurate. Focus inaccuracies. Content seems accurate. Shows some of the content is congruent to be viewed more as isolated awareness of the big ideas or with the big ideas or structure skills and facts rather than as structure of the discipline. of the discipline. part of a larger conceptual structure. 4.c. Lesson and Unit The lessons within the unit The lessons within the unit All lessons within the unit are Structure are not logically organized have some logical logically organized and organization (e.g., organization and appear to be appear to be useful in moving sequenced). somewhat useful in moving students toward achieving the students toward achieving the learning goals. learning goals. 4.d. Use of a Variety of Little variety in instructional Some variety in instructional Significant variety in Instructional Strategies, strategies, activities, strategies, activities, instructional strategies across Activities, Assignments and assignments, and resources. assignments, or resources but instruction, activities, Resources Heavy reliance on textbook with limited contribution to assignments, and/or or single resource (e.g., work learning. resources. This variety makes sheets). a clear contribution to learning. 4.e. Use of Contextual Instruction has not been Some instruction has been Most instruction has been Information and Data to designed with reference to designed with reference to designed with reference to Select Appropriate and contextual factors and pre- contextual factors and pre- contextual factors and pre- Relevant Activities, assessment data. Activities assessment data. Some assessment data. Most Assignments and Resources and assignments do not activities and assignments activities and assignments appear productive and appear productive and appear productive and appropriate for each student. appropriate for each student. appropriate for each student. 4.f. Use of Technology Technology is inappropriately Teacher uses technology but Teacher integrates used OR teacher does not use it does not make a significant appropriate technology that technology, and no (or contribution to teaching and makes a significant inappropriate) rationale is learning OR teacher provides contribution to teaching and provided. limited rationale for not using learning OR provides a strong technology. rationale for not using technology.

350 Instructional Decision-Making TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions. Rating → 1 2 3 Score Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met

5.a. Sound Professional Many instructional decisions Instructional decisions are Most instructional decisions Practice are inappropriate and not mostly appropriate, but some are pedagogically sound (i.e., pedagogically sound. decisions are not they are likely to lead to pedagogically sound. student learning).

5.b. Modifications Based on Teacher treats class as “one Some modifications of the Appropriate modifications of Analysis of Student plan fits all” with no instructional plan are made to the instructional plan are Learning modifications. address individual student made to address individual needs, but these are not based student needs. These on the analysis of student modifications are informed learning, best practice, or by the analysis of student contextual factors. learning/performance, best practice, or contextual factors. Include explanation of why the modifications would improve student progress.

5.c. Congruence Between Modifications in instruction Modifications in instruction Modifications in instruction Modifications and Learning lack congruence with are somewhat congruent with are congruent with learning Goals learning goals. learning goals. goals.

351 Analysis of Student Learning TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Rating → 1 2 3 Score Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met

6.a. Clarity and Accuracy of Presentation is not clear and Presentation is Presentation is easy to Presentation accurate; it does not understandable and contains understand and contains no accurately reflect the data. few errors. errors of representation.

6.b. Alignment with Analysis of student learning Analysis of student learning Analysis is fully aligned with Learning Goals is not aligned with learning is partially aligned with learning goals and provides a goals. learning goals and/or fails to comprehensive profile of provide a comprehensive student learning for the whole profile of student learning class, subgroups, and two relative to the goals for the individuals. whole class, subgroups, and two individuals.

6.c. Interpretation of Data Interpretation is inaccurate, Interpretation is technically Interpretation is meaningful, and conclusions are missing accurate, but conclusions are and appropriate conclusions or unsupported by data. missing or not fully supported are drawn from the data. by data.

6.d. Evidence of Impact on Analysis of student learning Analysis of student learning Analysis of student learning Student Learning fails to include evidence of includes incomplete evidence includes evidence of the impact on student learning in of the impact on student impact on student learning in terms of numbers of students learning in terms of numbers terms of number of students who achieved and made of students who achieved and who achieved and made progress toward learning made progress toward progress toward each learning goals. learning goals. goal.

352 Reflection and Self-Evaluation TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Rating → 1 2 3 Score Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met

7.a. Interpretation of No evidence or reasons Provides evidence but no (or Uses evidence to support Student Learning provided to support simplistic, superficial) conclusions drawn in conclusions drawn in reasons or hypotheses to “Analysis of Student “Analysis of Student support conclusions drawn in Learning” section. Explores Learning” section. “Analysis of Student multiple hypotheses for why Learning” section. some students did not meet earning goals. l 7.b. Insights on Effective Provides no rationale for why Identifies successful and Identifies successful and Instruction and Assessment some activities or unsuccessful activities or unsuccessful activities and assessments were more assessments and superficially assessments and provides successful than others. explores reasons for their plausible reasons (based on success or lack thereof (no theory or research) for their use of theory or research). success or lack thereof.

7.c. Alignment Among Does not connect learning Connects learning goals, Logically connects learning Goals, Instruction and goals, instruction, and instruction, and assessment goals, instruction, and Assessment assessment results in the results in the discussion of assessment results in the discussion of student learning student learning and effective discussion of student learning and effective instruction instruction, but and effective instruction. and/or the connections are misunderstandings or irrelevant or inaccurate. conceptual gaps are present.

7.d. Implications for Future Provides no ideas or Provides ideas for Provides ideas for Teaching inappropriate ideas for redesigning learning goals, redesigning learning goals, redesigning learning goals, instruction, and assessment instruction, and assessment instruction, and assessment. but offers no rationale for and explains why these why these changes would modifications would improve improve student learning. student learning.

353 7.e. Implications for Provides no professional Presents professional learning Presents a small number of Professional Development learning goals or goals that goals that are not strongly professional learning goals are not related to the insights related to the insights and that clearly emerge from the and experiences described in experiences described in this insights and experiences this section. section and/or provides a described in this section. vague plan for meeting the Describes specific steps to goals. meet these goals.

Design for Instruction in Elementary Education TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts in elementary education.

354 Rating Indicator 1 2 3 Indicator Not Met Indicator Partially Met Indicator Score Met 8.a. Alignment with Few lessons are explicitly Most lessons are explicitly All lessons are explicitly Mississippi Curricular linked to the Mississippi linked to the Mississippi linked to the Mississippi Standards Curricular Standards. Curricular Standards. Curricular Standards. 8.b. Selection and The plans for the unit are The plans for the unit are The teacher creates plans Integration of Content generic to the grade level, generic to the grade level, where all children can learn, with little or no connection with partial integration of integrating the content areas between the various content language arts/reading, of elementary education areas. Goals for IEPS are mathematics, science, social (language arts/reading, absent from the plans. studies, the arts, and physical mathematics, science, social education. Goals from IEPs studies, the arts, physical are minimal or absent from education) and goals from the plans. IEPs into daily activities and routines. 8.c. Language Arts The language arts and The lessons provide a limited The lessons provide specific and Reading reading lesson are separate focus on the various types of activities that help students from the other subjects and language arts and reading identify the various purposes isolated from other learning purposes and activities. of reading and writing experiences. (narrative, expository, technical, and persuasive) and speaking, listening, and viewing. 8.d. Mathematics and Math and science are taught Memorization of facts is Describe the use of inquiry in Science at the knowledge level with supplemented with isolated mathematics and science primary focus on problems and application of lessons, connecting both to memorization of facts. knowledge. real life situations allowing for discover and application of knowledge. 8.e. The Social Sciences The social sciences are taught The social sciences are taught Describe how the social incidentally or add on to the as separate aspects of culture sciences connect various classroom activities. with the use of single sources elements of culture and the to study relevant events, use of resources, data, processes, people, and sources, and tools are used to regions. interpret information. 8.f. The Arts The arts activities are left to The arts activities seem The teacher describes the the special area teacher. contrived and an add-on to strategies that actively the regular classroom. engage students in creating, performing and responding to the arts. 8.g. Physical Education and The P.E. and movement The teacher provides for The teacher describes the Health activities are left to the outdoor play and P.E., but activities and strategies for special area teacher. doesn’t incorporate healthy lifestyles that include information about health and play and physical activity. lifestyle. 8.h. Selection of Little or no information is The teacher describes how The teacher describes the Instructional Materials provided on how and why they evaluated or why355 they evaluation procedure and reading and curriculum selected the reading and selected the appropriateness materials were selected. curriculum materials used in of the reading and curriculum the lesson. materials used in the lessons. Scoring Guide/Rubric 4 – Elementary Edu Reading Case Study

Set-up and Appearance of Teaching Station Points a. Backboard ___(5) 1) Skills represented accurately 2) Objectives 3) Progress chart maintained

b. Teacher-made materials ___(5) 1) Accurate, neat 2) Range of appropriate materials provided [ACEI 1, 3.1 – 3.5, 4]

II. Behavioral Objective ___(5) a. Specific and appropriate b. Contains appropriate performance, condition, criterion c. III. Procedures a. Introduction/Motivation ___(5) 1) Purpose and importance of lesson 2) Introductory activity [ACEI 1] b. Teaching ___(5) 1) Content with definitions, examples, etc. 2) Trade book or other reading material incorporated [ACEI 1, 2.1, 3.1 – 3.5] c. Activities ___(5) 1) Skills development 2) Appropriateness for student – age, interest, etc. 3) Culmination that summarizes learning [ACEI 1, 2.1, 3.1 – 3.5, 4] d. Follow-up ___(5) 1) Evaluate objective

356 2) Chart progress

IV. Teaching Reflection ___(5) a. What I did b. Why I did it c. What I learned/what I would do differently [ACEI 4, 5.2]

V. Teaching of Lesson ___(10) a. Necessary materials on hand b. Lesson transitions handled smoothly c. Lesson began/ended on time d. Teaching focused on objective e. Balance of teacher- and learner-centered activities [ACEI 3.1] Total Points Earned ___(50)

Scoring Guide/Rubric 5 – Elementary Education Comprehensive Examination Rubric

3 -Target 2 - Acceptable 1 - Unacceptable All components of the prompt All components of the prompt are One or more components of the are addressed; the response addressed; the response indicates prompt is not addressed; the indicates thorough adequate understanding of specific response does not indicate understanding of specific bodies of knowledge and content understanding of specific bodies bodies of knowledge and while demonstrating adequate of knowledge and content or content while demonstrating understanding of instructional understanding of instructional clear understanding of practices that reflect the National practices that reflect the instructional practices that Board for Professional Teaching National Board for Professional reflect the National Board for Standards (NBPTS); the response Teaching Standards (NBPTS); Professional Teaching contains acceptable citations; the the response does not contain Standards (NBPTS); the response is organized and acceptable elaborations and response contains accurate and developed in a scholarly manner; citations; the response is not appropriate citations; the and the response demonstrates use organized and developed in a response is organized and of standard English. scholarly manner; and the

357 developed in a scholarly response does not demonstrate manner; and the response use of standard English. demonstrates accurate use of standard English.

Question # ______Score ______Comments:

*Composite Score (Total # points earned Total # of questions) ______

* Candidates must earn a composite score of at least 2 to pass the exam.

Scoring Guide/Rubric 6 – CEL 610 Lesson Plan

Unacceptable Marginal Acceptable Outstanding 1 2 3 4

358 LESSON PLAN 1. Objectives Course/Number CEL 610 Descriptor Count Percentage 4 – Outstanding 3 – Acceptable 2 – Marginal 1 - Unacceptable Mean Score 2. Grade Level Appropriateness Course/Number CEL 610 Descriptor Count Percentage 4 – Outstanding 3 – Acceptable 2 – Marginal 1 - Unacceptable Mean Score 3. Instructional Activities Course/Number CEL 610 Descriptor Count Percentage 4 – Outstanding 3 – Acceptable 2 – Marginal 1 - Unacceptable Mean Score 4. Differentiated Instruction Course/Number CEL 610 Descriptor Count Percentage 4 – Outstanding 3 – Acceptable 2 – Marginal

359 1 - Unacceptable Mean Score 5. Teacher-Created Supporting Materials Course/Number CEL 610 Descriptor Count Percentage 4 – Outstanding 3 – Acceptable 2 – Marginal 1 - Unacceptable Mean Score 6. Assessment Course/Number CEL 610 Descriptor Count Percentage 4 – Outstanding 3 – Acceptable 2 – Marginal 1 - Unacceptable Mean Score 7. Mechanics Course/Number CEL 610 Descriptor Count Percentage 4 – Outstanding 3 – Acceptable 2 – Marginal 1 - Unacceptable Mean Score

8. Classroom Management Course/Number CEL 610 Descriptor Count Percentage 4 – Outstanding 3 – Acceptable

360 2 – Marginal 1 - Unacceptable Mean Score 9. Implementation of Plan Course/Number CEL 610 Descriptor Count Percentage 4 – Outstanding 3 – Acceptable 2 – Marginal 1 - Unacceptable Mean Score 10. Diversity Course/Number CEL 610 Descriptor Count Percentage 4 – Outstanding 3 – Acceptable 2 – Marginal 1 – Unacceptable Mean Score

Scoring Guide/Rubric 7 - Dispositions Rating Scale (CEL 610, CEL 706)

Superior Above Average Average Below Average Unacceptable 5 4 3 2 1

1. Candidate demonstrates principles of lifelong learning Course/Number Descriptor Count Percentage 5 – Superior

361 4 – Above Average 3 – Average 2 – Below Average 1 - Unacceptable Mean Score 2. Candidate demonstrates professional behavior and growth Course/Number Descriptor Count Percentage 5 – Superior 4 – Above Average 3 – Average 2 – Below Average 1 - Unacceptable Mean Score 3. Candidate demonstrates professional ethics Course/Number Descriptor Count Percentage 5 – Superior 4 – Above Average 3 – Average 2 – Below Average 1 - Unacceptable Mean Score 4. Candidate demonstrates professional initiative Course/Number Descriptor Count Percentage 5 – Superior 4 – Above Average 3 – Average 2 – Below Average 1 - Unacceptable Mean Score

362 Scoring Guide Rubric 8 – Special Education Comprehensive Examination Rubric

Levels: Achieving adequacy 4 Developing Adequacy 3 Emerging Adequacy 2 Inadequate 1 Criteria:

MECHANICS Few, if any spelling, grammar, Some errors in spelling, Major errors in spelling, grammar, Spelling, grammar, punctuation or punctuation or usage errors, none grammar, punctuation and punctuation and usage with no usage errors are frequent and Guiding question for reviewer: Do interfere with content, style or clarity usage, obvious efforts at evidence of effort to edit, errors interfere measurably with content, grammatical, punctuation, usage errors editing present, errors interfere interfere some but not greatly with style and clarity interfere with content? only slightly with content, style content, style and clarity and clarity

CONTENT: BREADTH Addressed all or most aspects of the Addressed all or most aspects Attempted to address most Addressed only one or two question, extended topics to areas of the question to some extent, aspects of question, but gaps in aspects of question, did not Guiding question for reviewer: Is the question indirectly stated but clearly relevant did not extend topic to areas information exist address one or more significant answered in its entirety? Are all relevant indirectly stated, yet relevant aspect directly stated in question issues addressed?

CONTENT: DEPTH Adequate detail, terms clearly defined, Adequate detail, terms clearly Some effort at detail, but Insufficient detail, did not define relevant examples given, concepts defined, relevant examples inconsistent in defining terms, terms, give examples, elaborate Guiding question for reviewer: Is there thoroughly explored, terminology given, concepts thoroughly giving examples or elaborating on on concepts sufficient detail on parts of the question specific to the discipline used explored concepts answered? For each relevant point made is consistently and well, specific theories there elaboration? and theorists named

CONTENT: Standards based Outdated, irrelevant, inaccurate Outdated, irrelevant, Some of information outdated, Most of information outdated, information rare, thoroughly addressed inaccurate information in some irrelevant, inaccurate, addressed irrelevant, inaccurate, did not Guiding question for reviewer: Does the relevant CEC knowledge and skill few instances, but other some relevant CEC knowledge directly address relevant CEC content cover the relevant CEC core content? competencies information essentially correct, and skill competencies knowledge and skill competencies (See CEC standards addressed by this addressed most relevant CEC question to assist in rating) knowledge and skill competencies

ORGANIZATION (SENTENCE LEVEL, Clear outline within paragraphs and Organization within Some effort at organization within No clear outline within paragraphs PARAGRAPH LEVEL, and ESSAY LEVEL) within essay, strong introduction and paragraphs and within essay, paragraphs or within essay, or within essay, no introduction or conclusion, obvious main idea and adequate introduction and introduction and/or conclusion conclusion Guiding question for the reviewer: Is this essay supporting detail throughout conclusion missing or inadequate well organized? Can you follow the outline on a paragraph by paragraph level and in the essay as a whole?

363 CLARITY Sentences clear, word choice precise, Sentences clear, variety of Stale vocabulary, simplistic Imprecise word choices, mangled variety of sentence structure, few, if sentence structure, few, if any, sentences or some mangled sentence structure, frequent Guiding question for reviewer: Is this graduate any, misplaced modifiers, misplaced modifiers, sentences, some misplaced misplaced modifiers, level writing? Is the style professional, crisp redundancies, colloquialisms, and/or redundancies, colloquialisms, modifiers, redundancies, redundancies, colloquialisms, and clear? Do not use this indicator for slang, overall impression of mature, and/or slang, overall colloquialisms, and/or slang, and/or slang grammatical problems; this section is for professional writing impression of adequate writing overall impression of informal or overall impression of mature writing. immature writing

Scoring Guide/Rubric 9 – Special Education Unit Planner

Special Education Unit Planner: Contextual Factors Rubric TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning.

Rating → 1 2 3 4 Score Indicator ↓ Indicator Not Met Indicator Partially Indicator Met CEC Standard Met Met Knowledge of Teacher displays Teacher displays Teacher displays a In addition to Community, School minimal, irrelevant, or some knowledge of comprehensive requirements and Classroom biased knowledge of the characteristics of understanding of the for a rating of 3, Factors the characteristics of the community, characteristics of the teacher CC2K3, CC3K3 the community, school, school, and classroom community, school, and references and and classroom. that may affect classroom that may meets most CC3K4, GC4S8 learning. affect learning. relevant CEC CC5K1, GC5K1 Teacher references most standards CEC standards

364 Knowledge of Teacher displays Teacher displays Teacher displays general In addition to Characteristics of minimal, stereotypical, general knowledge of & specific understanding requirements Students or irrelevant knowledge student differences of student differences for a rating of 3, CC2K1, CC2K3, of student differences (e.g., development, (e.g., development, teacher (e.g. development, interests, culture, interests, culture, references and CC2K4, GC2K3, interests, culture, abilities/ abilities/disabilities) that meets most CC3K1, CC3K3, abilities/ disabilities) that may may affect learning. relevant CEC CC3K4 disabilities). affect learning. Teacher references most standards CEC standards Knowledge of Teacher displays Teacher displays Teacher displays general In addition to Students’ Varied minimal, stereotypical, general knowledge & specific understanding requirements Approaches to or irrelevant knowledge about the different of the different ways for a rating of 3, Learning about the different ways students learn students learn (e.g., teacher CC2K5, CC2K6 ways students learn (e.g., learning styles, learning styles, learning references and (e.g., learning styles, learning modalities). modalities) that may meets most learning modalities). affect learning. relevant CEC Teacher references most standards CEC standards Knowledge of Teacher displays little Teacher displays Teacher displays general In addition to Students’ Skills or irrelevant knowledge general knowledge of & specific understanding requirements And Prior Learning of students’ skills and students’ skills and of students’ skills and for a rating of 3, CC3K2, CC3K5 prior learning. prior learning that prior learning that may teacher may affect learning. affect learning. references and Teacher references most meets most CEC standards relevant CEC standards Implications for Teacher does not Teacher provides Teacher provides In addition to Instructional provide implications general implications specific implications for requirements Planning and for instruction and for instruction and instruction and for a rating of 3, Assessment assessment based on assessment based on assessment based on teacher CC2K2 student individual student individual student individual references and differences and differences and differences and meets most community, school, community, school, community, school, and relevant CEC and classroom and classroom classroom standards characteristics OR characteristics. characteristics. provides inappropriate Teacher references most implications. CEC standards

365 Special Education Unit Planner Learning Goals Rubric

TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.

Rating → 1 2 3 4 Score Indicator ↓ Indicator Not Met Indicator Partially Indicator Met CEC Standard Met Met Significance, Goals reflect only one Goals reflect several Goals reflect several In addition to Challenge and type or level of types or levels of types or levels of requirements for a Variety learning. learning but lack learning and are rating of 3, teacher CC7S7, CC7S8 significance or significant and references and meets challenge. challenging. Teacher most relevant CEC references most CEC standards standards Clarity Goals are not stated Some of the goals are Most of the goals are In addition to CC7S5, CC7S4 clearly and are clearly stated as clearly stated as requirements for a activities rather than learning outcomes. learning outcomes. rating of 3, teacher learning outcomes. Teacher references references and meets most CEC standards most relevant CEC standards Appropriate- Goals are not Some goals are Most goals are In addition to ness for Students appropriate for the appropriate for the appropriate for the requirements for a CC7S6, CC7S2, development; pre- development; pre- development; pre- rating of 3, teacher GC7S2, GC7S3, requisite knowledge, requisite knowledge, requisite knowledge, references and meets skills, experiences; or skills, experiences; and skills, experiences; and most relevant CEC GC7S6, GC7S8 other student needs. other student needs other student needs. standards Teacher references most CEC standards Alignment with Goals are not aligned Some goals are aligned Most of the goals are In addition to National, State or with national, state or with national, state or explicitly aligned with requirements for a Local Standards local standards. local standards. national, state or local rating of 3, teacher CC7K1, CC7K2, standards. references and meets CC7K3, CC7S1 Teacher references most relevant CEC most CEC standards standards

366 Special Education Unit Planner: Design for Instruction Rubric

TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

Rating → 1 2 3 4 Score Indicator↓ Indicator Not Met Indicator Partially Indicator Met CEC Met Standard Met Alignment with Few lessons are Most lessons are All lessons are In addition to Learning Goals explicitly linked to explicitly linked to explicitly linked to requirements GC4S1, GC4S2, learning goals. Few learning goals. learning goals. All for a rating of GC4S13, GC4S16 learning activities, Most learning learning activities, 3, teacher assignments and activities, assignments and references and resources are assignments and resources are aligned meets most aligned with resources are with learning goals. All relevant CEC learning goals. Not aligned with learning goals are standards all learning goals learning goals. covered in the design. are covered in the Most learning goals Teacher references design. are covered in the most CEC standards design. Accurate Teacher’s use of Teacher’s use of Teacher’s use of In addition to Representation of content appears to content appears to content appears to be requirements Content contain numerous be mostly accurate. accurate. Focus of the for a rating of GC4S10, GC4K7, inaccuracies. Shows some content is congruent 3, teacher CC7K1, CC7K3 Content seems to awareness of the with the big ideas or references and be viewed more as big ideas or structure of the meets most isolated skills and structure of the discipline. relevant CEC facts rather than as discipline. Teacher references standards part of a larger most CEC standards conceptual structure.

367 Lesson and Unit The lessons within The lessons within All lessons within the In addition to Structure the unit are not the unit have some unit are logically requirements CC7K2, CC4S4, logically organized logical organization organized and appear to for a rating of GC4K5, GC4S6, organization (e.g., and appear to be be useful in moving 3, teacher CC7S11, CC7S12 sequenced). somewhat useful in students toward references and moving students achieving the learning meets most toward achieving goals. relevant CEC the learning goals. Teacher references standards most CEC standards Use of a Variety Little variety of Some variety in Significant variety In addition to of Instruction, instruction, instruction, across instruction, requirements Activities, activities, activities, activities, assignments, for a rating of Assignments and assignments, and assignments, or and/or resources. This 3, teacher Resources resources. Heavy resources but with variety makes a clear references and CC4S5, GC4K3, reliance on limited contribution contribution to learning. meets most GC4K6, GC4S3, textbook or single to learning. Teacher references relevant CEC GC4S4, GC4S5, resource (e.g., work most CEC standards standards GC4S14, GC4S15 sheets).

Use of Contextual Instruction has not Some instruction Most instruction has In addition to Information and been designed with has been designed been designed with requirements Data to Select reference to with reference to reference to contextual for a rating of Appropriate and contextual factors contextual factors factors and pre- 3, teacher Relevant and pre-assessment and pre-assessment assessment data. Most references and Activities, data. Activities and data. Some activities and meets most Assignments and assignments do not activities and assignments appear relevant CEC Resources appear productive assignments appear productive and standards CC4S1, CC4S2, and appropriate for productive and appropriate for each CC4S3, GC4K4, each student. appropriate for student. GC4S11, GC4S12, each student. Teacher references CC7S7, CC7S8, most CEC standards CC7S14

368 Use of Technology is Teacher uses Teacher integrates In addition to Technology inappropriately technology but it appropriate technology requirements GC4K1, GC4S7, used OR teacher does not make a that makes a significant for a rating of CC7S9 does not use significant contribution to teaching 3, teacher technology, and no contribution to and learning OR references and (or inappropriate) teaching and provides a strong meets most rationale is learning OR rationale for not using relevant CEC provided. teacher provides technology. standards limited rationale for Teacher references not using most CEC standards technology.

Special Education Unit Plan Assessment Plan Rubric

TWS Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.

Rating → 1 2 3 4 Score Indicator ↓ Indicator Not Met Indicator Partially Indicator Met CEC Standard Met Met Alignment with Content and methods Some of the learning Each of the learning goals In addition to Learning Goals and of assessment lack goals are assessed is assessed through the requirements for Instruction congruence with through the assessment assessment plan; a rating of 3, CC8S8 learning goals or lack plan, but many are not assessments are congruent teacher cognitive complexity. congruent with learning with the learning goals in references and goals in content and content and cognitive meets most cognitive complexity. complexity. relevant CEC Teacher references most standards CEC standards

369 Clarity of Criteria The assessments Assessment criteria Assessment criteria are In addition to and Standards for contain no clear criteria have been developed, clear and are explicitly requirements for Performance for measuring student but they are not clear or linked to the learning a rating of 3, CC8S9 performance relative to are not explicitly linked goals. teacher the learning goals. to the learning goals. Teacher references most references and CEC standards meets most relevant CEC standards Multiple Modes and The assessment plan The assessment plan The assessment plan In addition to Approaches includes only one includes multiple includes multiple requirements for CC8S3 assessment mode and modes but all are either assessment modes a rating of 3, does not assess pencil/paper based (i.e. (including performance teacher students before, during, they are not assessments, lab reports, references and and after instruction. performance research projects, etc.) and meets most assessments) and/or do assesses student relevant CEC not require the performance throughout standards integration of the instructional sequence. knowledge, skills and Teacher references most reasoning ability. CEC standards Technical Soundness Assessments are not Assessments appear to Assessments appear to be In addition to CC8K1, CC8K2, valid; scoring have some validity. valid; scoring procedures requirements for CC8K4, CC8K5 procedures are absent Some scoring are explained; most items a rating of 3, or inaccurate; items or procedures are or prompts are clearly teacher prompts are poorly explained; some items written; directions and references and written; directions and or prompts are clearly procedures are clear to meets most procedures are written; some students. relevant CEC confusing to students. directions and Teacher references most standards procedures are clear to CEC standards students. Adaptations Based Teacher does not adapt Teacher makes Teacher makes adaptations In addition to on the Individual assessments to meet the adaptations to to assessments that are requirements for Needs of Students individual needs of assessments that are appropriate to meet the a rating of 3, CC8S4, GC8S3, students or these appropriate to meet the individual needs of most teacher GC8S4 assessments are individual needs of students. references and inappropriate. some students. Teacher references most meets most CEC standards relevant CEC standards

370 Special Education Unit Planner: Instructional Decision-Making Rubric

TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.

Rating → 1 2 3 4 Score Indicator ↓ Indicator Not Met Indicator Partially Indicator Met CEC Standard Met Met Sound Professional Many instructional Instructional decisions Most instructional In addition to Practice decisions are are mostly appropriate, decisions are requirements for a CC9K4, CC9S2, inappropriate and not but some decisions are pedagogically sound rating of 3, teacher CC9S7, CC9S8, pedagogically sound. not pedagogically (i.e., they are likely to references and meets sound. lead to student most relevant CEC CC9S9, CC9S10, learning). standards CC9S11 Teacher references most CEC standards Modifications Based Teacher treats class as Some modifications of Appropriate In addition to on Analysis of “one plan fits all” with the instructional plan modifications of the requirements for a Student Learning no modifications. are made to address instructional plan are rating of 3, teacher GC4S12, CC5S6, individual student made to address references and meets GC5K3, CC7S13, needs, but these are not individual student most relevant CEC based on the analysis needs. These standards GC4K3 of student learning, modifications are best practice, or informed by the contextual factors. analysis of student learning/performance, best practice, or contextual factors. Include explanation of why the modifications would improve student progress. Teacher references most CEC standards

371 Congruence Between Modifications in Modifications in Modifications in In addition to Modifications and instruction lack instruction are instruction are requirements for a Learning Goals congruence with somewhat congruent congruent with rating of 3, teacher GC4S1, GC4S2 learning goals. with learning goals. learning goals. references and meets Teacher references most relevant CEC most CEC standards standards

Scoring Guide/Rubric 10 - Teacher Data Collection Project and Reflection

Teacher Data Collection Project and Reflection: Analysis of Student Learning Rubric

TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.

Rating → 1 2 3 4 Score Indicator ↓ Indicator Not Met Indicator Partially Indicator Met CEC Standard Met Met Clarity and Accuracy Presentation is not clear Presentation is Presentation is easy to understand In addition to of Presentation and accurate; it does understandable and and contains no errors of requirements for a CC9S8, CC10S1, not accurately reflect contains few errors. representation. rating of 3, teacher the data. Teacher references most CEC references and meets CC8S7 standards most relevant CEC standards

372 Alignment with Analysis of student Analysis of student Analysis is fully aligned with In addition to Learning Goals learning is not aligned learning is partially learning goals and provides a requirements for a GC5K3, CC7S6 with learning goals. aligned with learning comprehensive profile of student rating of 3, teacher goals and/or fails to learning for the whole class, references and meets provide a subgroups, and two individuals. most relevant CEC comprehensive profile Teacher references most CEC standards of student learning standards relative to the goals for the whole class, subgroups, and two individuals. Interpretation of Interpretation is Interpretation is Interpretation is meaningful, and In addition to Data inaccurate, and technically accurate, appropriate conclusions are requirements for a CC8S5 conclusions are missing but conclusions are drawn from the data. rating of 3, teacher or unsupported by data. missing or not fully Teacher references most CEC references and meets supported by data. standards most relevant CEC standards Evidence of Impact Analysis of student Analysis of student Analysis of student learning In addition to on Student Learning learning fails to include learning includes includes evidence of the impact requirements for a CC5S6 evidence of impact on incomplete evidence of on student learning in terms of rating of 3, teacher student learning in the impact on student number of students who achieved references and meets terms of numbers of learning in terms of and made progress toward each most relevant CEC students who achieved numbers of students learning goal. standards and made progress who achieved and Teacher references most CEC toward learning goals. made progress toward standards learning goals.

Teacher Data Collection Project and Reflection: Reflection and Self-Evaluation Rubric

TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.

Rating → 1 2 3 4 Score Indicator ↓ Indicator Not Met Indicator Partially Met Indicator Met CEC Standard Met

373 Interpretation of No evidence or reasons Provides evidence but no (or Uses evidence to support In addition to Student Learning provided to support simplistic, superficial) reasons or conclusions drawn in “Analysis requirements for a rating CC8S8 conclusions drawn in hypotheses to support of Student Learning” section. of 3, teacher references “Analysis of Student conclusions drawn in “Analysis Explores multiple hypotheses for and meets most relevant Learning” section. of Student Learning” section. why some students did not meet CEC standards earning goals. Teacher references most CEC standards Insights on Effective Provides no rationale Identifies successful and Identifies successful and In addition to Instruction and for why some activities unsuccessful activities or unsuccessful activities and requirements for a rating Assessment or assessments were assessments and superficially assessments and provides of 3, teacher references CC8S8, CC5S6 more successful than explores reasons for their success plausible reasons (based on and meets most relevant others. or lack thereof (no use of theory theory or research) for their CEC standards or research). success or lack thereof. Teacher references most CEC standards Alignment Among Does not connect Connects learning goals, Logically connects learning In addition to Goals, Instruction and learning goals, instruction, and assessment goals, instruction, and requirements for a rating Assessment instruction, and results in the discussion of assessment results in the of 3, teacher references GC5K3, CC7S6 assessment results in student learning and effective discussion of student learning and meets most relevant the discussion of instruction, but and effective instruction. CEC standards student learning and misunderstandings or conceptual Teacher references most CEC effective instruction gaps are present. standards and/or the connections are irrelevant or inaccurate. Implications for Provides no ideas or Provides ideas for redesigning Provides ideas for redesigning In addition to Future Teaching inappropriate ideas for learning goals, instruction, and learning goals, instruction, and requirements for a rating CC9S9, CC9S11 redesigning learning assessment but offers no assessment and explains why of 3, teacher references goals, instruction, and rationale for why these changes these modifications would and meets most relevant assessment. would improve student learning. improve student learning. CEC standards Teacher references most CEC standards

374 Implications for Provides no Presents professional learning Presents a small number of In addition to Professional professional learning goals that are not strongly related professional learning goals that requirements for a rating Development goals or goals that are to the insights and experiences clearly emerge from the insights of 3, teacher references CC9K3, CC9K4 not related to the described in this section and/or and experiences described in this and meets most relevant insights and provides a vague plan for section. Describes specific steps CEC standards experiences described meeting the goals. to meet these goals. in this section. Teacher references most CEC standards

Appendix B – Data Tables

Table 1 – Special Education Comprehensive Examination Results, Spring 2007

N=6 Met standard Did not meet Range of scores standard Total score (cutoff 70% to pass exam) 4 1 64-87 Question 1 5 0 76-97 (cutoff 70% to meet standard) Question 2 4 1 66-98 (cutoff 70% to meet standard) Question 3 5 0 70-96 (cutoff 70% to meet standard) Question 4 4 2 64-96

375 (cutoff 70% to meet standard) Question 5 4 1 67-93 (cutoff 70% to meet standard) Mechanics 4 1 67-87 (cutoff 70% to meet standard) Breadth 4 1 65-97 (cutoff 70% to meet standard) Depth 4 1 63-87 (cutoff 70% to meet standard) Accuracy 5 0 80-98 (cutoff 70% to meet standard) Organization 5 0 73-98 (cutoff 70% to meet standard) Clarity 4 1 62-98 (cutoff 70% to meet standard)

Table 2 - Special Education Comprehensive Examination Results, Fall 2007

Special Education Comprehensive Exam Results Fall 2007 N=6 Met Did not meet standard Range of scores standard Total score (cutoff 70% to pass 5 1 55-95 exam) Question 1 5 1 66-95 (cutoff 70% to meet standard) Question 2 5 1 50-94 (cutoff 70% to meet standard) Question 3 5 1 60-95 (cutoff 70% to meet standard) Question 4 4 2 45-97% (cutoff 70% to meet standard)

376 Mechanics 4 2 54-100 (cutoff 70% to meet standard) Breadth 4 2 67-96 (cutoff 70% to meet standard) Depth 5 1 67-94 (cutoff 70% to meet standard) Standards 5 1 62-92 (cutoff 70% to meet standard) Organization 5 2 62-94 (cutoff 70% to meet standard) Clarity 5 1 67-100 (cutoff 70% to meet standard)

______Academic Unit ___X__ Administrative/Support Unit

VII. Unit Title: Department of Recreational Facilities and Aquatics

School/College or University Division: Education

Unit Administrator: Ronnie Mayers

II. Educational Program Learning Outcome Assessment Plan (Academics) Learner Outcomes identified for the major.

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1.List any specific recommendations. will you use to determine achievement of 2. Describe changes in curriculum, _____(fill in major here)______the learning outcome? 2. Describe how courses, or procedures that are the data from these tools and/or methods proposed or were made/ are being made major know, value, or be able to do at will be/have been collected. as a result of the program learning graduation and beyond? 3.Explain the procedure to analyze the outcome assessment process. data. NA NA NA NA

378 III. Goals

A. Goal # 1: Improved facilities, equipment and infrastructure.

1. Institutional Goal which was supported by this goal: SP 4, 5; QEP 1

2. Evaluation Procedure(s): Review of purchase orders and observation of completed projects.

3. Actual Results of Evaluation: Repairs and renovations were completed. There has been an increase in the use of the facilities (hosted state swimming championship this year, increasing usage by approximately 400); for example, an increase in the number of water aerobics classes (approximately 75 based on class enrollment figures).

4. Use of Evaluation Results: The purchasing of equipment for the Fitness Center and the provision of additional workers enhanced opportunities for students, faculty, and staff. Funding for ongoing improvements will continue to be sought.

--For Coming Year(s)

1) A. Goal # 1: To develop a rank-order of needs for Delta State’s recreational facilities.

1. Institutional Goal(s) supported by this goal: SP 3, 5; QEP 1

2. Evaluation Procedure(s): Monthly inspections of facilities.

3. Expected Results: A minimum of 10 – 15% of the priorities will be achieved resulting in facilities operating more smoothly and upgrades/renovation needs being improved.

4. Anticipated/Intended Uses of Evaluation Results: Improvement of facilities.

B. Goal #2: To investigate additional funding sources for major improvement projects.

1. Institutional Goal(s) supported by this goal: SP 3, 4, 5; QEP 1

2. Evaluation Procedure(s): Sources and amounts were identified and ranked in order of amount.

3. Expected Results: Identification of key funding sources; follow-up initiatives /application as appropriate.

4. Use of Evaluation Results: Identify the key sources of new funding and use for future reference.

C. Goal #3: Provide in-service programs for aquatic staff.

1.Institutional Goal(s) supported by this Goal: SP 3, 4, 5

2.Evaluation Procedure(s): Observe Lifeguards perform skills correctly.

3.Expected Results: The goal is to have no accidents. In-service programs will results in a safer environment for all students, faculty, and staff who use the Aquatic Center. Agendas will document in-service programs.

4.Anticipated/Intended Uses of Evaluation Results: Make sure facilities and maintain safe environment.

Brief Description and/or Narrative of programmatic scope: We provide recreational facilities for DSU students, faculty, staff and community. Duties of the program include:

1. Actively engaging with visiting persons for the purpose of marketing the Delta State Aquatic Center and recreational facilities 2. Organizing the teaching of community swimming lessons 3. Organizing and teaching lifeguarding and C.P.R. classes for the community 4. Providing assistance to the Delta Aquatic Club swimming program 5. Providing master’s swimming program 6. Marketing and and hosting large-scale swim meets---Mississippi Swimming Long Course Championships, Mississippi State North Half Championships, Southern Masters 25 meter Championship, SCAC Conference Championship, NSISC Conference Championships, College Christmas Invitational 7. Marketing and hosting numerous college, age-group, and high school dual meets

380 8. Hosting the fourteenth annual triathalon 9. Maintaining Delta State Aquatic Center and recreational facilities 10. Assisting in supervision of custodial staff, lifeguards, and student workers for the recreational facilities 11. Recruiting students, both athletes and non-athletes 12. Providing recreational time for students and faculty 13. Providing fitness opportunities for both the surrounding communities as well as the Delta State community (water aerobics, fitness swimming, adult fitness classes, etc.) 14. Hosting swim meets at the aquatic center 15. Providing space for job fairs, health fairs, reading fairs, and workshops 16. Providing staff, facilities, and equipment for intramurals 17. Providing other athletic teams utilization of the pool for water workouts and rehabilitation 18. Providing space for athletic training 19. Maintaining the parking lot and elevator 20. Landscaping 21. Maintaining tennis courts and racquet ball courts 22. Purchasing new equipment for the fitness center 23. Providing assistance in the improvement of the Delta State Athletic website 24. Overseeing the Hall of Fame room 25. Assisting with game day operations 26. Assisting with the Delta State Bike Show prior to football games 27. Soliciting money for the Green and White Fund and Statesman Park 28. Representing Delta State Athletics at alumni meetings 29. Assisting with events for Shumate Saturdays 30. Assisting with Athletic Hall of Fame Banquet 31. Assisting with Kent Wyatt Golf Tournament/Spring Sports Day 32. Assisting with Delta State Athletic Banquet

Comparative Data (enrollment, CHP, majors, graduation rates, etc): Not applicable

Grants, Contracts, Partnerships, Other Accomplishments: none

Economic Development initiatives and/or impact: The aquatic center on a yearly basis brings in about $6 million to Cleveland area through hosting large scale swim meets, triathlons, and swimming instruction.

381 Diversity Compliance Initiatives and Progress: Our outreach has resulted in providing swimming lessons to the community. Approximately 90% of the participants are African American.

Committees reporting to unit: Ronnie Mayers served on NCATE committees.

V. Personnel: Noteworthy activities and accomplishments:

The following are major accomplishments that I feel that I have achieved this year:

1. Assisted in the supervision of student workers, custodial staff and lifeguards for the fitness and recreational facilities. 2. Fitness instructor for 2 senior adult’s fitness classes and adding new members each year. 3. Maintain and repair most all the equipment in the fitness center, in order to save money. 4. Continually adding new equipment in the fitness center each year. 5. Give numerous tours of the recreational facilities to classes and other groups. 6. Assisted numerous student, faculty, and staff with proper training techniques and nutrition to help them reach their goals. 7. Assisted in the setup of the new fitness center account, in which money is generated from student fees. 8. Added a new padded area in the fitness center for people to stretch and relax while exercising. 9. Added 2 new televisions to add to the entertainment of those in the cardio area. 10. Bought three new treadmills, all of which have the new hands on heart monitoring system. 11. Kept the fitness center open at convenient hours for the faculty and staff to use during university holidays. 12. Started 2 new fitness classes called indoor cycling. 13. Assist in maintaining the Wyatt Gymnasium recreational facilities, Aquatic Center, and tennis courts. 14. Racquetball and tennis courts resurfaced. 15. Over 300 people of all ages were taught. 16. Provided recreational time for student, faculty, and staff. Making sure the gym is staffed and proper equipment is available for use. 17. Designed and put in a ½ mile grass, walking track on the intramural field for students, faculty, and staff to enjoy.

382 18. Actively involved in promoting health and wellness on campus by encouraging student, faculty and staff constantly to improve on a daily basis. 19. Mow, spray, paint, and maintain the intramural fields and walking track throughout the year. 20. Implemented two new intramural sports this year – slam dunk contest and the three-point contest which had over 50 participants. 21. Hired and trained intramural officials for intramural events. 22. Seventh year in a row in which no protest was filed to the intramural office. 23. Constantly updating the intramural championship wall of pictures. 24. Design and order all intramural championship t-shirts. 25. Scheduled and provided space for all events that are held in the Wyatt Gym: camps, health fairs, job fairs, workshops, etc. 26. Worked one-on-one with those organizing the events held in Wyatt to see that things run smoothly and they have what they need. 27. Assist with the class scheduling (room assignments) for HPER classes. 28. Order all HPER recreational equipment and see to it that the classes have what they need for class. 29. Recruited student-athletes for cross country program. 30. Head cross country coach in charge of all travel, budgeting, and training. 31. Actively involved in recruiting students to DSU. 32. Clock Operator for DSU home basketball games. 33. Assist with the numerous swim meets held in Aquatic Center throughout the year. 34. Assist with the Fellowship of Christian Athletes program on campus. 35. Assist with the Delta Aquatic Club as a board member. 36. Assist with the Delta Aquatic Club in organizing and running swim meets held at the Aquatic Center. 37. Represented DSU at Alumni meetings. 38. Assisted with the planning, organizing, and publicity of the DSU triathlon. 39. Constantly maintaining a good rapport with the physical plant staff to make sure problems are corrected at the Wyatt facilities in a timely fashion.

383 New position(s) requested, with justification: NONE

Recommended change of status: NONE

______Academic Unit __X Administrative/Support Unit

VIII. Unit Title: Field Experiences

Unit Administrator: Dr. Cheryl Cummins

II. Educational Program Learning Outcome Assessment Plan (Academics)

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1.List any specific recommendations. will you use to determine achievement of 2. Describe changes in curriculum, _____(fill in major here)______the learning outcome? 2. Describe how courses, or procedures that are the data from these tools and/or methods proposed or were made/ are being made major know, value, or be able to do at will be/have been collected. as a result of the program learning graduation and beyond? 3.Explain the procedure to analyze the outcome assessment process. data.

Learner outcomes for students N/A N/A N/A who participate in field experiences are referenced by divisions.

385 III. Goals

A. Goal # 1: To more closely couple the curricula of educator preparation programs with field experiences through increased collaboration with P-12 school partners and school-site delivery of courses with clinical faculty input and modeling.

1. Institutional Goal which was supported by this goal: SP Goal # 1, 4, 5 or QEP Goal # 1, 4

2. Evaluation Procedure(s): Agendas and minutes from meetings (faculty and partner school meetings, Teacher Education Council, others); review of log noting number and types of field experiences; student, faculty, and clinical faculty feedback/informal evaluations; note syllabi revisions; course evaluations.

3. Actual Results of Evaluation: At the beginning of the school year, a meeting was held with leaders from the Cleveland School District and leaders from the COE. The goal of the meeting was to establish cooperation between DSU COE and the Cleveland School District. We looked at the number of student teachers placed in the district as well as discussed different ways to have the DSU students out in the elementary and secondary schools for quality field experiences. At the beginning of both the fall and spring semesters, I sent a letter to all principals in schools where our student teachers were placed. In this letter, I talked about the expectations for our student teachers and the importance of having the cooperating teachers to attend training so we would have optimal communication during the semester between the cooperating teacher and DSU. I conducted cooperating teacher trainings both semesters and had about 90% of the cooperating teachers to attend. I taught an elementary reading class on site at a local elementary school and have had conversations with another principal regarding teaching an additional reading class on site in the fall.

4. Use of Evaluation Results: Due to the success with meeting with the central office personnel in Cleveland School District, I plan to include principals in a meeting in late summer in order to get their input regarding our students being placed in the district for field experiences. Teacher Education Council will be involved in decisions regarding more and better field experiences beginning with the fall semester after noting the small number of field experiences in some of our programs.

B. Goal #2: To foster improved collaboration and cohesiveness between elementary and secondary education programs, ensuring that all candidates in educator preparation programs have optimum experiences and training infused throughout their programs.

386 1. Institutional Goal which was supported by this goal: SP Goal # 1, 2, 5 or QEP Goal # 1, 3

2. Evaluation Procedure(s): Agendas and minutes (faculty, Teacher Education Council, partner schools, others); surveys of Candidates; protocols for seminars and faculty and student feedback from same; course evaluations.

3. Actual Results of Evaluation: In the spring semester of this year, I had two general meetings with secondary education candidates concerning a variety of issues. Topics discussed in these meetings were student advisement, teacher education program requirements, student teaching requirements, and Praxis scores and requirements. I had high attendance from both secondary education majors and secondary education faculty. In the spring semester, I also conducted three Teacher Work Sample trainings for secondary majors and methods course instructors.

4. Use of Evaluation Results: More seminars on Praxis, TWS, and other topics will be implemented in the following academic year due to success of initial meetings and due to feedback from students and faculty.

C. Goal #3: To identify model programs for study in order to design and implement more effective university/school partnerships

1. Institutional Goal which was supported by this goal: SP Goal # 1, 5 or QEP Goal # 4

2. Evaluation Procedure(s): Notes from research findings; minutes from debriefing meetings with stakeholders; notes from meetings and conversations with contact individuals identified in model programs; itineraries and notes from site visits to observe model programs; program planning notes and resulting plans.

3. Actual Results of Evaluation: I looked at research regarding different universities and programs. However, my best information has come from meetings I have had with the other field directors in the state of MS. I initiated the first meeting of all the directors in February, 2008. Since that time, we have had two other meetings. I have learned of good practices that some of the other universities are doing regarding more effective university/school partnerships. I also attended a Professional Development Schools Conference and learned more about effective partnerships.

4. Use of Evaluation Results: Discussion will begin on changes that need to be made within programs to ensure quality and preparedness for teaching based on model programs observed and researched.

387 -- For Coming Year(s)

A. Goal # 1: To increase collaboration with P-12 school partners and school-site delivery of courses with clinical faculty input by meeting with representatives from at least five districts to establish rapport and plan ways to increase partnerships between DSU COE and P-12 districts.

1. Institutional Goal(s) supported by this goal: SP Goal # 1, 4, 5 QEP Goal # 4

2. Evaluation Procedure(s): Agendas and minutes from partner school meetings, faculty meetings, and Teacher Education Council. Review field experience request forms, and student, faculty, and clinical faculty formal and informal evaluations, including course evaluations.

3. Expected Results: Methods course syllabi will reflect a variety of partnerships between the COE and P-12 districts. At least one additional class will be taught on-site in a local elementary school for both the fall and spring semesters.

4. Anticipated/Intended Uses of Evaluation Results: Evaluation results will be used to refine/revise teacher education programs in both elementary and secondary education as needed.

B. Goal #2: To improve collaboration and cohesiveness between elementary and secondary education programs by providing general information seminars, TWS trainings, and Praxis workshops each semester.

1. Institutional Goal(s) supported by this goal: SP Goal # 1, 3 QEP Goal # 1, 3, 4

2. Evaluation Procedure(s): Review feedback forms given after all seminars, workshops, and training sessions as well as informal feedback from students and faculty. Review student teaching evaluation forms. Also review agendas and minutes from faculty meetings from elementary and secondary programs.

3. Expected Results: (i.e. improvement percentages, increase/decrease in numbers, measurable data.) Elementary and secondary education program candidates will be better prepared for all field experiences, student teaching, and the real world of teaching.

4. Anticipated/Intended Uses of Evaluation Results: Students will be more aware of program requirements and the number of students

388 failing to meet program requirements will decrease.

C. Goal #3: To ensure that all candidates in educator preparation programs have optimum experiences and training infused throughout their programs by increasing the type and amounts of field experiences offered in all of our teacher preparatory programs.

1. Institutional Goal(s) supported by this goal: SP Goal # 1,4,5 QEP Goal # 1, 2

2. Evaluation Procedure(s): Agendas and minutes from field directors’ meetings, TEC meetings, and faculty meetings. Examine field experience request forms, poll students and faculty regarding field experiences, and examine course syllabi noting increases/changes in field experiences from previous semesters.

3. Expected Results: Course syllabi and evaluations will indicate that field experiences have increased in both type and amount for both secondary and elementary education programs.

4. Anticipated/Intended Uses of Evaluation Results: Make improvements to syllabi and coursework and plan for increased field experience hours in all methods courses.

D. Goal # 4: To visit model programs in order to design and implement more effective university/school partnerships (goal continued from previous year).

1. Institutional Goal(s) supported by this goal: SP Goal # 1, 5 QEP Goal # 4

2. Evaluation Procedure(s): Notes from research findings; agendas and minutes from field directors’ meetings; minutes from meetings with stakeholders; notes from meetings and conversations with contact individuals identified in model programs; itineraries and notes from site visits to observe model programs; program planning notes and resulting plans.

3. Expected Results: A plan will be developed for at least one professional development school in the area as well as changes being implemented within programs to move to a model with a block semester with increased field experiences in the semester before student teaching.

4. Anticipated/Intended Uses of Evaluation Results: Begin implementation of the new model within the 2009-2010 school year.

389 Goal Institutional Goal Baseline Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 (AY 2007-08) (08-09) (09-10) (10-11) (11-12) (12-13) (13-14) A. Increase field experiences in all elementary and secondary programs by 30% in the next 6 years. 5% 5% 5% 5% 5% 5%

The Office of Field Experiences has the following responsibilities:

1. Screen and approve all candidates who request admission to Teacher Education; 2. Screen and approve all candidates who request admission to student teaching; 3. Coordinate with P-12 schools in the DAAIS consortium for the placement of teacher education candidates, interns in the School Counseling program, graduate students doing practicum field experiences, student interns in the FCS Nutrition program, student interns in Child Development, interns in Athletic Training, and for placements for all school visits and observations prior to the capstone student teaching experience; 4. Provide training for cooperating teachers on expectations/responsibilities, including technology expectations associated with Task Stream to clinical faculty; 5. Provide training on Teacher Work Sample construction to teacher education majors and faculty; 6. Serve as a liaison between the College of Education and educational partners; 7. Maintain all records associated with field experiences and candidates in the teacher education program; 8. Maintain records with varied assessment data for teacher education candidates; 9. Provide licensure advisory for all candidates prior to admission to Teacher Education; 10. Provide licensure verification for current candidates and alumni of Delta State University; 11. Serve as Certification Officer for Delta State University; 12. Provide resources and workshops for Praxis examinations.

390 Comparative Data (enrollment, CHP, majors, graduation rates, etc):

Office of Field Experiences Yearly Placements

Department/Division Number of Placements Fall 2005 Spring 2006 Fall 2006 Spring 2007 Fall 2007 Spring 2008 Field Experience Prior 423 462 635 351 389 538 to Student Teaching Student Teaching 47 59 42 51 34 50 Internships Dietetics and Nutrition 3 4 6 4 5 6 Practicum Experiences Child Development 4 8 6 17 8 14 Internships Counseling and 28 23 27 18 25 23 Psychology Internships Athletic Training 5 4 9 9 14 13 Internships Total Number of 490 560 725 450 475 644 Placements Each Semester

Total Number of Placements for 2007-2008 = 1119

V. Personnel:

Cheryl J. Cummins, Ed. D. Director of Field Experiences Patti Boswell Senior Secretary

1. Revised the Teacher Education Handbook for Fall 2007 and Spring 2008 to provide candidates, cooperating teachers, university supervisors, and faculty with written protocol for all forms, paperwork, procedures, etc. vital to the success of field experiences.

391 2. Updated the student teaching CD to include all forms, paperwork, etc. in a digital format for student teaching candidates, university supervisors, and cooperating teachers.

3. Conducted cooperating teacher trainings, both on campus and at partnership schools, for teachers from districts accepting DSU student teachers during Fall 2007 and Spring 2008.

4. Conducted supervisor trainings on campus for university supervisors of student teachers during Fall 2007 and Spring 2008.

5. Conducted general information meetings for teacher education candidates, both elementary and secondary, keeping them informed of updates, deadlines, licensure advisory, program advisement, Praxis exams, requirements for admission to teacher education and to student teaching, and other important information from MDE and the Office of Field Experiences.

6. Provided workshops and shared resources with students for three different Praxis exams (Praxis I, PLT, and Praxis II for elementary content).

7. Provided a series of workshops/trainings on the Teacher Work Sample for secondary education majors and content methods Instructors.

8. Continued a partnership with my reading class and Bell Elementary School as the course is taught on-site.

9. Participated in and helped organize a new partnership called the “Delta Connection” with Blue Mountain College and DSU elementary candidates in which students from DSU team taught a lesson with Blue Mountain students at New Albany Elementary School and at Bell Elementary School.

10. Initiated a meeting of all the field directors in the state and hosted the first meeting at DSU; this, in turn, prompted other universities to host meetings as well. Three meetings have been held to date, and another is scheduled for the summer.

11. Provided six professional development sessions at a local elementary school on a variety of reading/literacy topics.

12. Served as Certification Officer for the College of Education.

13. Attended many professional meetings and conferences relevant to the Office of Field Experiences and Teacher Education.

392 14. Chaired dissertation for one student who graduated in December 2007.

15. Served on and am currently serving on two other dissertations committees.

16. Chaired NCATE Standard One committee and served on NCATE Standard Three committee.

17. Served on the College of Education’s Administrative Council.

18. Served as the DSU liaison for the state of MS High School Feedback report.

19. Served as a member of the Teacher Education Council.

20. Served as the COE representative for the college fair in DeSoto County.

21. Scholarly activities as in presentations/publications:

Griffin, L., & Cummins, C. (2007). Longitudinal faculty Study Groups: A Model for Developing Comprehensive Teacher Preparation Programs. Manuscript has been accepted for publication in the Journal of College Teaching & Learning.

Cummins, C., & Griffin, L. (2008). Holding teachers accountable: Differentiating Instruction for learners in rural settings through teacher work sample Methodology. Poster session presented at the ACRES Annual Conference in Charleston, West Virginia.

Cummins, C., Pedersen, S., & Thomas, D. (2008). Comparison between informal graded word list instructional levels and classroom teachers’ perceived instructional reading levels of second and third graders. Action research presented at the 3rd Annual Faculty Research and Scholarship Symposium at Delta State University.

Ratliff, L., Cummins, C., & Hebert, D. (2007). The Relationship beween undergraduate grade point average and scores on the Praxis series exams for students in an alternate route teacher education program in the Mississippi Delta. Paper presented at the MSERA Annual Conference, Hot Springs, AR.

393 22. Professional service to the university and/or community included the following:

 Certification officer for Delta State University  College of Education Administrative Council  Teacher Education Council  COE Unit Assessment committee  Teacher Retention Initiative coordinator  High School Feedback Liaison for DSU  College fair representative for COE  Chair of successful Doctoral Candidate graduate  Delta Kappa Gamma secretary  Chair of NCATE Standard One committee  Serve on NCATE Standard Three committee  Dissertation chair for one doctoral candidates  Advisor to pre-dissertation candidate  Report to faculty after Commission meetings  LACI guest speaker  Academic Success Workshop speaker  DAAIS District Reading Fair Judge  Presbyterian Day School Literacy Consultant  St. Luke Methodist Church Children’s Ministries Coordinator  Presbyterian Day School Parent Teacher Organization  VI. Degree Program Addition/Deletions and/or Major Curriculum Changes:

Changes made in the past year:

Conducted Teacher Work Sample trainings for secondary education students and faculty.

Held general information meetings with secondary education students and advisors to open lines of communication between the COE and Arts and Sciences faculty and students.

394 Conducted and/or assisted with workshops geared toward increasing percentages of student success on Praxis exams.

Contacted principals by letter at the beginning of each semester to encourage attendance by cooperating teachers at trainings, and attendance did increase from previous years.

Held cooperating teacher trainings much earlier in the semester to explain expectations/responsibilities of cooperating teachers and training was offered on two different days so teachers could choose a morning session or an afternoon session to better accommodate schedules.

Recommended changes for the coming year(s):

Require all students to complete CUR 300 with a C or above. This is inconsistent throughout programs.

Require student athletes to complete their student teaching in a semester in which their sport is not played.

395 DELTA STATE UNIVERSITY Unit Strategic Plan and Annual Report -- Academic Year 2007-08 Administrative/Support Unit

IX. Unit Title: Unit Assessment System

Unit Administrator: Jenetta Waddell

II. Educational Program Learning Outcome Assessment Plan

Note: Scoring guides and rubrics for the assessments referenced in this plan may be accessed in the appendices of the Educational Program Learning Outcome Assessment Plans for the Divisions of Teacher Education; Counseling and Psychology; Health, Physical Education, and Recreation; and Leadership and Research.

A. Learning Outcome B. Data Collection & Analysis C. Results of Evaluation D. Use of Evaluation Results What should a graduate in the 1. What assessment tools and/or methods What were the findings of the analysis? 1.List any specific recommendations. College of Education know, value, or be will you use to determine achievement of 2. Describe changes in curriculum, able to do at graduation and beyond? the learning outcome? 2. Describe how courses, or procedures that are the data from these tools and/or methods proposed or were made/ are being made will be/have been collected. as a result of the program learning 3.Explain the procedure to analyze the outcome assessment process. data. # 1 Content and Pedagogical Undergraduate Programs Undergraduate Programs Undergraduate Programs Content Knowledge- 1. The licensure examinations Praxis Examination: 1. Continue to monitor Demonstrate mastery of the (Praxis I, Praxis II Subject Area - Praxis I – weaknesses “Professional Growth and knowledge and skills Tests, and the Praxis II identified in Reading (pass Reflection” ratings on the associated with both the Principles of Learning and rates ranges were 37% - Philosophy of Education. content and pedagogy of Teaching), the Student Teacher 69%) (Note possible link to Teacher Education, School Assessment Instrument (STAI) - Praxis II PLT – pass rate “Collaboration” on Counseling, and Educational Content Assessment, and the ranged were 85% and above Dispositions Rating Scale and

396 Administration. Philosophy of Education will for K-6 and 7 – 12 “Implications for Professional be used. assessments Development” on Teacher GE 1 - Praxis II Subject Area Work Sample. Also note that 2. The Praxis examinations are Tests – Pass rates for this area was not identified as nationally-normed assessments Special Education, Physical a weakness on the Follow-Up administered by the Education, and Elementary Surveys.) Educational Testing Service Education were 90% and (ETS). The data for the STAI above. Lowest pass rates 2. Software is available in Content Assessment and the were identified for alternate The Learning Curve to Philosophy of Education will route applicants (e.g., address Praxis I weaknesses. be collected in TaskStream. Elementary 4 – 22%, Individual candidates are Biology 30%) referred by instructors and 3. For the Praxis examinations, advisors. pass rates were provided to the STAI Content Assessment– COE by the ETS. Data from Median ratings on all indicators Note: Alternate route the STAI Content Assessment were at the outstanding level. candidates must pass the and the Philosophy of Praxis II Subject Area Tests Education will be analyzed Philosophy of Education – before they are accepted into using mean, median, standard The large majority of indicator the program. deviation, and score ratings for students in distributions. introductory courses and student teachers were at the acceptable and outstanding levels. A relative weakness was found in “Professional Growth and Reflection” for students in introductory courses and for student teachers.

Graduate Programs Graduate Programs Graduate Programs 1. The admission Tests of For the Tests of Verbal Ability, 1. A comprehensive Verbal Ability and the results the majority of prospective examination will be of the comprehensive candidates submitted acceptable implemented in the MAT

397 examinations will used, with scores. The Educational program in Spring 2008. the exception of the MAT Leadership program noted an program. For the MAT increase in scores. A possible 2. In the Educational program, content will be link was identified between the Leadership program, feedback assessed through the STAI increase and the program from the ELPPQ (follow up Content Assessment and a emphasis on writing in all survey) results and School Philosophy of Education. coursework over the past several Leadership Council (SLC) semesters. (Note: Most advisory council indicated the 2. The Tests of Verbal Ability candidates are accepted need to improve the are nationally-normed provisionally and complete some candidates’ formal writing assessments; scores were coursework before taking the skills. A common writing provided to the COE by the admission Test of Verbal assignment was implemented testing companies that Ability.) in all courses in the program administered the tests. Program in Summer 2006. coordinators will use High pass rates were reported for spreadsheets to collect the data comprehensive examinations, from the comprehensive with the exception of Elementary examinations. The MAT data Education, which reported a 50% for the STAI Content pass rate in Fall 2007. Assessment and the Philosophy of Education will be collected For the MAT STAI Content in TaskStream. Assessment and Philosophy of Education, the majority of 3. Standard scores were candidates received acceptable provided for the Tests of and outstanding scores. Verbal Ability. For comprehensive examinations, pass rates will be reported. Data from the MAT STAI Content Assessment and the Philosophy of Education will be analyzed using mean, median, standard deviation, and

398 score distributions.

#2 Ability to Plan - Undergraduate Programs Undergraduate Programs Undergraduate Programs Demonstrate mastery of the 1. The STAI Domain I For student teachers, the median 1. None at this time. ability to plan instruction for P- (Planning and Preparation) will scores on all indicators in 12 students, and the ability to be used in Spring and Fall 2007 Spring and Fall 2007 were in 2. As of Fall 2007, data are plan school and student for student teachers; the the outstanding range. For gathered in methods courses, counseling programs and instrument will be implemented candidates in methods courses as well as during student school and district in methods courses in Fall (collected only in Fall 2007), teaching, so that changes over administrative and academic 2007. the majority of the indicator time may be identified. programs. median scores were in the 2. Data will be collected in acceptable range, with the rest GE 1, 9 TaskStream. in the outstanding range.

3. Mean, median, standard deviation, and score distributions will be calculated.

Graduate Programs Graduate Programs Graduate Programs 1. Program-specific In Spring 2007, the large 1. None at this time. assessments will be completed majority of candidates in all in field experiences and in programs received acceptable 2. Disaggregated data from practica/internships. and outstanding scores; the the Special Education and Special Education Program Physical Education Programs 2. Program coordinators will noted that 79% of candidates identified difficulties for use spreadsheets for data passed all indicators, which was candidates without collection. viewed as a concern. undergraduate degrees in these fields. Both programs 3. Descriptive statistics will be In Summer and Fall 2007, the have added a required course calculated. majority of candidates in these to address this concern. programs received acceptable

399 and outstanding scores: MAT, Counseling, Educational Leadership (all degree programs), and Elementary Ed.S. In the Special Education Program, 10 of 11 candidates passed at the minimal level. In the Elementary Education M.Ed. program, concerns were noted in the use of technology.

#3 – Professional and Undergraduate Programs Undergraduate Programs Undergraduate Programs Pedagogical Knowledge and 1. Indicators 9 – 42 of the For Spring 2007, median scores 1. Continue to monitor ratings Skills - During internships and STAI will be used to assess on all indicators were in the on dealing with relationships practica, demonstrate the student teaching. outstanding range. For Fall with parent/guardian, using ability to plan, implement, and 2007, median scores were higher-order questions, using assess instruction for teacher 2. The data will be collected in outstanding on all indicators, community resources to education and school TaskStream. expect for acceptable ratings determine if changes are counseling programs, and the from DSU supervisors on warranted. ability to administer and 3. Mean, median, standard relationships with supervise school and district deviation, and score parents/guardians, using higher- 2. None at this time. programs for educational distributions will be calculated. order questions, and using administration programs. community resources.

GE 1, 9, 10 Graduate Programs Graduate Programs Graduate Programs 1. Program-specific For Spring 2007, the majority of 1. None at this time. assessments will be completed candidates in all programs in practica and internships. received acceptable and 2. The Special Education outstanding scores; the Special Program added a modified 2. Program coordinators will Education Program identified Teacher Work Sample (TWS) use spreadsheets to collect data. assessment of student learning assessment to be used along and instructional planning as with the STAI. The TWS will

400 3. Descriptive statistics will be areas of weakness. For Summer more closely address planning calculated. and Fall 2007, with the and assessment. The TWS was exception of the MAT Program, added in methods courses and candidates in all other programs in practica/internships. received acceptable and outstanding scores. For MAT candidates, a weakness was noted in wait time during questions.

#4 – Impact on Student Undergraduate Program Undergraduate Program Undergraduate Program Learning – Demonstrate 1. For Spring 2007, the STAI For Spring 2007, median scores 1. Continue to monitor scores mastery of the ability to Impact on Student Learning on the STAI were in the on “Implications for measure the impact of Assessment will be used with outstanding range on all Professional Development” instruction on student learning student teachers. For Fall 2007, indicators. (Note possible link to for the individual student and the Analysis of Student “Professional Growth and the classroom in teacher Learning and the Reflection For Fall 2007, median scores on Reflection” in the Content and education programs, for the and Evaluation components of the TWS for Analysis of Student Pedagogical Content school in school counseling and the TWS will be used with Learning were at the acceptable Knowledge section above and educational administration candidates in methods courses level for methods course “Collaboration” on the programs, and for the district in and with student teachers. candidates and student teachers, Dispositions Rating Scale. educational administration although mean scores were Also note that this area was programs. 2. Data will be collected in higher for student teachers than not identified as a weakness TaskStream. for methods course candidates. on the Follow-Up Surveys.) GE 1, 2, 3, 4 On the Reflection and 3. Mean, median, standard Evaluation component of the 2. Faculty concerns with deviation, and score TWS, median scores for over-reliance on the STAI and distributions will be calculated. methods course candidates and the desire to identify a more for student teachers were at the comprehensive measure of acceptable level, with the Impact on Student Learning exception of a weakness noted led to the adoption of the two for methods course candidates components of the TWS for all in “Implications for methods courses, as well as

401 Professional Development.” student teaching for the Fall 2007 semester. The TWS had been successfully piloted in the Elementary Education Program.

Graduate Programs Graduate Programs Graduate Programs 1. Program-specific In Spring 2007, median scores 1. Continue to review the assessments will be completed in all programs, with the weaknesses identified in the in field experiences and exception of MAT and Special MAT Program. practica/internships. Education, were in the acceptable and outstanding 2. In Fall 2007, the Special 2. Program coordinators will range. In Special Education, 11 Education Program changed use spreadsheets to collect data. of 14 candidates scored at 80% from use of STAI to a or above on the STAI Impact on modified TWS. Faculty were 3. Descriptive statistics will be Student Learning Assessment, concerned that the STAI calculated. which was identified as a assessment did not correlate weakness by the Special with Impact on Student Education Faculty. In the MAT Learning as closely as did Program, the TWS was used; components of the TWS. weaknesses included interpretation of data, evidence of impact on student learning, implications for future teaching, and alignment with learning goals. In Summer and Fall 2007, median scores in all programs, with the exception of MAT and Elementary Education M.Ed., were in the acceptable and outstanding range. In the MAT Program, the

402 TWS was used; weaknesses were the same as those identified in Spring 2007. In the Elementary Education Program, weaknesses were identified in Assessment and in Analysis of Student Learning on the TWS. #5 Dispositions - Display the Undergraduate Programs Undergraduate Programs Undergraduate Programs values, commitments, and 1. The Dispositions Rating In Spring 2007, the majority of 1. Continue to monitor ratings professional ethics associated Scale will be used. scores for candidates in on “Collaboration.” (Note with effective teaching, introductory courses and in possible link to “Professional counseling, and administration. 2. Data will be collected in student teaching were in the Growth and Reflection” in the TaskStream. acceptable and outstanding Content and Pedagogical GE 10 range. Relative weaknesses Content Knowledge section 3. Mean, median, standard included “Collaboration” in above, and to “Implications deviation, and score student teaching, and in for Professional distributions will be calculated. “Attendance and Punctuality,” Development” on the TWS. in introductory courses. In Fall Also note that this area was 2007, the majority of scores for not identified as a weakness candidates in introductory on the Follow-Up Surveys.) courses and in student teacher Involve Office of Retention in were in the acceptable and addressing Attendance outstanding range. problems in introductory “Collaboration” was identified courses. as a relative weakness in introductory courses and in 2. None at this time. student teaching.

Graduate Programs Graduate Programs Graduate Programs 1. The Dispositions Rating For Spring 2007, all ratings 1. Continue to monitor ratings Scale will be used. were in the acceptable and on “Flexibility.” outstanding range. For Summer

403 2. Data will be collected in and Fall 2007, all ratings were 2. None at this time Excel spreadsheets. in the acceptable and outstanding range; “Flexibility” 3. Mean, median, standard at the Master’s level had fewer deviation, and score outstanding ratings than other distributions will be calculated. dispositional characteristics and was identified as a relative weakness. “Grooming/Appearance” and “Sensitivity” had more outstanding scores than did other dispositional characteristics at the Master’s and Ed.S. level and was identified as a relative strength.

#6 – Diversity – Display the Undergraduate Programs Undergraduate Programs Undergraduate Programs dispositions, knowledge, and 1. The STAI Diversity For Spring and Fall 2007, the 1. None at this time. skills necessary to provide Assessment for student STAI median scores on all effective instruction, teachers and the Openness to indicators were at the 2. None at this time. counseling, and administration Diversity and Challenge outstanding level. For Spring, to a diverse student population. Survey (ODCS), administered Summer, and Fall 2007, the in EPY 341, will be used for ODCS median scores for all GE 7 Spring, Summer, and Fall items on the survey were at the 2007. For Fall 2007, the ratings agree level. For the on the “Sensitivity” “Sensitivity” dispositional dispositional characteristic of characteristic from the the Dispositions Rating Scale Dispositions Rating Scale from will be used for candidates in fall 2007, the majority of scores introductory courses and for candidates in introductory student teaching. courses were in the acceptable and outstanding ranges, while 2. For the STAI, data will be those for student teachers were

404 collected in TaskStream. For in the outstanding range. the ODCS, data will be collected in Excel spreadsheets.

3. Mean, median, standard deviation, and score distributions will be calculated.

Graduate Programs Graduate Programs Graduate Programs 1. The ODCS, administered in For Spring 2007, the following 1. None at this time. EPY 601 (for M.Ed.) and in scores were obtained on the CUR 701 (for Ed.S.), SUP 831 ODCS: 2. None at this time. (for Ed.D.), and CUR/CEL 650 - EPY 601 – Median scores (for MAT) will be used. For on all survey items were at Summer and Fall 2007, the the agree level, with the ratings on the “Sensitivity” exception of “I enjoy talking dispositional characteristic of with people whose values the Dispositions Rating Scale are different from mine” and will be used for candidates in “Learning about people ELR 605 and CUR 702. from different cultures is a very important part of my 2. Data will be collected in college education,” on Excel spreadsheets. which the median scores were strongly agree. 3. Mean, median, standard - CUR 701 – Median scores deviation, and score for all survey items were at distributions will be calculated. the strongly agree level, with the exception of “Learning about people from different cultures is a very important part of my college education,” which

405 was at the agree level. - SUP 831 – Median scores on all survey items were at the Strongly Agree level.

For Ssummer and Fall 2007, the scores on the ODCS were as follows: - EPY 601 – Median scores for all survey items were at the agree level, with the exception of “I enjoy having discussions with people whose ideas and values are different from my own, ” “Learning about people from different cultures is a very important part of my college education,” and “I enjoy courses that are intellectually challenging,” on which the median scores were strongly agree. - MAT – The median scores on all indicators were at the agree level, with the exception of “I enjoy courses that are intellectually stimulating,” on which the median score was strongly agree.

The majority of scores on the “Diversity” dispositional characteristic from the

406 Dispositions Rating Scale for Master’s candidates were in the acceptable and outstanding ranges, while those for Ed.S. candidates were in the acceptable range.

#7 – Follow-Up Surveys are 1. The COE surveys will be On the COE student teacher 1. For undergraduate completed by graduates and completed by student teachers survey from Fall 2007, median programs, recent changes in their employers, and student during the Fall 2007 semester, scores of strong preparation candidate performance teachers in order to evaluate the and graduates and their were obtained on all survey assessments and in field quality of COE programs. The employers during early Spring items, with the exception of experiences will be Mississippi Department of 2008. The MDE survey results “working with special needs implemented in the Spring Education (MDE) also were mailed to the COE dean. students,” on which the median 2008 semester to address the conducted a survey of first-year score was neutral and on concerns noted on the student traditionally prepared teachers 2. For the COE surveys, data “managing student behavior,” teacher and the MDE surveys. and their principals. will be collected in Excel on which the median score was Two days of field experiences spreadsheets. There was no adequate preparation. will be added to CUR/CEL GE 1, 9 information provided on how 393, Classroom Management. data were collected for the On the COE survey of teacher The full eight components of MDE survey. preparation graduates the TWS will be added to (undergraduates and graduates), methods courses and student 3. For the COE teacher median scores on the majority of teaching to provide a more in- preparation surveys, mean, indicators showed strong depth assessment of impact on median, standard deviation, and preparation. Median scores on student learning. score distributions will be these indicators fell in the calculated. For the COE adequate preparation range: 2. At the undergraduate level, educational leadership survey, “accommodating instructional the Special Education score distributions will be needs of most students,” Program faculty provided calculated. The number of “working with special needs seminars for student teachers “Disagree” responses was students,” “integrating on the special education provided for the MDE survey. technology into teaching and process and on differentiating learning,“ “success in student instruction.

407 motivation,” and “managing student behavior.” At the graduate level, the Special Education and On the COE survey of employers Elementary Education of teacher preparation graduates Programs added the TWS (undergraduates and graduates), methodology to better address the median rating on a majority issues of planning and impact of indicators was strong on P-12 student learning. The preparation. The median ratings Physical Education Program on the rest of the indicators were added a required course to adequate preparation. provide more field experiences in K-12 settings On the COE survey of for all candidates pursuing a educational leadership programs, teaching license. graduates and their employers completed the survey, but the data were not disaggregated. For the Master’s program, the majority of indicators were rated at above expected level. All other ratings were at the average level, with the exception of one respondent rating “Experiences are designed to accommodate the students’ individual needs” at needs extreme improvement. For the Ed.S. and Ed.D. programs, respondents rated all indicators at above expected level or average.

On the MDE survey, the highest number of “Disagree” responses

408 from first-year teachers was found on “The teacher is knowledgeable about state and federal regulations concerning instruction of students with special needs.” The highest numbers of “Disagree” responses from principals were found on “The teacher can use successful strategies for handling special learning situations (e.g., special needs, gifted, nonreader)” and “The teacher has established a professional, supportive relationship with the other teachers at school.”